CHAPTER 1

INTRODUCTION

Adolescence marks an important phase in human beings’

development. During this stage all the physical, physiological and

emotional changes are happening, as well as the sexual interests and

arousal emerge as the body also faces its most drastic changes. It is

considering a moment where adolescents are building their personalities

and their new gendered sexual relationships with others (Dixon-Muller,

2007).

In the study of Adullahi and Umar (2013), the finding shows that

68% of respondents posited that engaging in premarital sex can lead to

unwanted pregnancy.

A parenting teenager is still entitled to the same training and

education as other student. Many universities are consist of mothers

returning to school or starting the university late, as well as increasing

numbers of student mothers who gave birth either in high school or

during their studies (Ricco, Sabet, and Clough, 2009).

As cited by Taukeni (2014), the enrolment of female students at

tertiary institutions in Namibia Africa has been reported to be higher after

the country’s independence in 1990. This predominantly consists of

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mothers returning to school or starting the university late, there are also

growing numbers of student mothers who gave birth either in high school

or during their studies. The impact of teenage pregnancy on academic

performance included poor academic performance after the pregnancy and

increase dropout because of pregnancy related issues and negative feeling

on schooling.

In Iran 2001, females compose the majority of university students.

The results of the study showed that whenever the roles of mother and

student overlapped, student mothers made their families and children a

priority over their educational duties. The management of maternal and

family affairs by female students in universities where motherhood is not

supported is a challenge (Esmaeili, Khiaban, Moghadam and Salsali, 2017).

According to Philippine Statistics Authorities (2013) one in ten

young Filipino women aged 15-19 had begun childbearing: Eight percent

are already mothers and another two percent were pregnant with their

first child according to the results of the 2013 National Demographic and

Health Survey (NDHS). Among young adult women aged 20 to 24, 43%

were already mothers and 4% were pregnant with their first child. These

age ranges 15-19, 20 to 24 were the common age of the college students. In
 3

result, according to the bill, it hinders teenage parents’ access to school and

only engenders them to drop out from school and risk repeat pregnancies.

Pantukan, Compostela Valley is one of the most developing

municipalities in terms of livelihood, buildings, and as a community.

However, the number of population regarding teenage mothers is also

increasing and many of them are currently enrolled or enrolling

themselves in school.

There are 325 female students that are currently enrolled in Bachelor

of Secondary Education at Kolehiyo ng Pantukan. According to the data

gathered by the researchers, 51 out of 325 females were victims of teenage

pregnancy. In other words, 15.7 percent of population was identified as

teenage mothers. Some are struggling in time-management, priority-

setting and balancing the responsibilities in home and school. Some of

them are over-using their situation to excuse themselves from school

activities and other educational engagement practices that every student is

required to attend. Some students understand them but there are some

students express their disapproval about this issue.

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Purpose of the study

The purpose of this phenomenological study was to explore and

understand the lived experiences of teenage mother as a student in

Kolehiyo ng Pantukan. Specifically, this study was conceived for the

purpose of giving awareness to the public on how did teenage mothers

cope up their lived experiences as a student.

At this stage in the research, the teenage pregnancy defined as the

condition of a woman bearing a child in her teenage years.

Research Questions

This study answered the following questions:

1. What are the lived experiences of teenage mother as a

student?

2. How do they cope up their lived experiences?

3. What are the hopes and aspirations of teenage mother as a

student?

Theoretical Lens

This study was gleaned from Bandura’s Social Learning Theory,

Kolb’s ExperientialLearning Theory, and Jessor’s Problem-behavior

Theory. The theories above were chosen by the researcher because these

theories are related to the topic under investigation.

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Sociallearningtheory of Bandura (1977) explained how people think

and what factors influence their behavior. Social learning theory (SLT) is a

learning category which theories is grounded in the belief that human

behavior is determined by a three-way relationship between cognitive

factors, environmental influences, and behavior. Furthermore, the theory

states behavior is learned through the process of observational learning.

This theory explains the application of SLT, the learner is

encouraged to observe and imitate the behavior of others, see positive

behaviors, modeled and practiced, increase their own capability and

confidence to implement new skills, and experience from the environment

in order to use their new skills. For instance, student mothers see their

fellow student mothers study hard to finish their studies, they will be

motivated to do the same. As well as to those regular students, they’ll also

be motivated to study hard considering that student mothers can do it

despite of their situation.

Second, the experiential learning theory proposed by David Kolb

(1984) takes a more holistic approach and emphasizes how experiences,

including cognition, environmental factors, and emotions, influence the

learning process.

The theory addresses how learners can play to their own strengths

as well as developing areas in which they are weakest. For instance,

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everyone have rights for education disregarding their situation but others

may see student mothers at disadvantage because of their situation, but

the truth is they are more flexible because they perform two roles: being a

mother and a student.

Third, the Problem-behavior theory by Jessor (1977) specifies that

the likelihood of engaging in problem behavior depends on interrelated

domains of influence including personality characteristics, social

environmental factors, and involvement with conventional values or

institutions.

Furthermore, problem-behavior theory applies as well to behavior

that conforms to the norms and expectations of the larger society and of its

institutions, such as school and church. For instance, student mothers are

facing different responsibilities and roles that may cause trouble to people

around them if not performed well.

We chose all the mentioned theories above for this provided a full

discussion of the student mothers that emphasizes that humans are active

information processors and think about the relationship between their

behavior and its consequences. These theories support our study since we

aim to gather the lived experiences of teenage mother as a student at

school. And the theory presents the cause and effect of teenage pregnancy

in many other aspects of life of an adolescent.

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Importance of the Study

This study discusses the lived experiences of teenage mother as a

student in KolehiyongPantukan.

The first beneficiaries of this study are the School Administrators.

Through this study, they will be aware and be able to respond according to

what assistance that teenage mothers need from the school.

The second beneficiaries of this study are the Teachers. They will be

aware and be able to respond accordingly to those teenage mothers that

are experiencing difficulties in balancing their roles as a mother and a

student.

Third are the Teenagers. They could be helped through the

informative content of this study. They could realize the negative effects of

teenage pregnancy and how it could change their whole life. On the other

hand, they will be encouraged to study hard.

Fourth are the Students who are dealing with teenage mothers at

school can also benefits from this study. They can learn to adjust and

reflect themselves on how they should respond to the issue. They will also

be enlightened to widen their perception regarding this issue.

Lastly are the Future Researchers. The result of this study could

help the researchers come up with information which would be a basis for
 8

further study. Hopefully, this study will inspire other researchers to go

deeper into the phenomenon.

We, as the researcher, can impart authentic results or information to

the future researcher for them to generate a more innovative study. It is

different from other studies since we are going to conduct an interview to

students who are teenage mothers in what they have experienced and how

they cope up their lived experiences as a student in KolehiyongPantukan.

Scope and Limitations of the Study

The researcher explored on lived experiences of teenage mother as a

student. This study was conducted on August 2019, SY 2019-2020.

Moreover, the researcher had seven (7) participants as suggested by

Creswell (1998). These participants are currently enrolled in Bachelor of

Secondary Education at KolehiyongPantukan and who are teenage

mothers. The data of this study was limited to the participants under

investigation and cannot be generalized to other school.

Definition of Terms

For further understanding of this study the following terms are

defined, conceptually and operationally:

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Lived Experiences.Lived Experiences is a representation and

understanding of a researcher or research subject’s human experiences,

choice, options and how those factors influence one’s perception of

knowledge (Given, 2008).In this study, it refers to the study that describes

the meaning for several individuals of their lived experiences of a concept

or a phenomenon.

Adolescent/Teenagers.These are people ages from 13 to 19. This

critical developmental period is conventionally understood as the years

between the onset of puberty and the establishment of social independence

(Steinberg, 2014).In this study, it is refers to student between 13 and 19

years old.

Teenage Pregnancy.Teenage pregnancy refers to pregnancies

occurring in those under the age of nineteen (Guttmacher Institute,

2015).In this study, Teenage Pregnancy refers to the condition of bearing a

child of student in her teenage years.

Phenomenological Study. A phenomenological study is to explicate

the meaning, structure, and essence of the lived experiences of a person or

a group of people around a specific phenomenon. (Christensen, Johnson,

and Turner, 2010). This study will contribute to the researcher to gather

specific data and to discuss the lived experiences of the participants.

Organization of the Study

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This study was organized and arranged in an order which can be

easily identified and be understood by the readers. Below is the

comprehensive presentation and discussion of the organization of the

study.

Chapter 1 is the inclusive presentation of the introduction of the

study which includes problem situations on the motivational strategies of

school principals. It is followed by the purpose of study which states the

intension in the conduct of the study. Research questions which consist of

interview guide questions were formulated and were validated in order to

acquire responses from the informants to attain the aims of the study. It is

followed by the significance of the study which discusses the benefits of

the study, the definition of terms, which is operationally defined in order

to give clear and comprehensive interpretations. Next are the scope and

limitations of the study that is presented to show the parameters of the

study. Next is the statement on the organization of the study. Lastly is the

Review of Related Literature which is divided into sub-groups.

Chapter 2 consists of the methodological approach employed in the

study. This methodology includes the research design, research

participants, role of researcher, data collection procedure, data sources,

data analysis, trustworthiness of the study and ethical consideration.

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Chapter 3 provides the thematic results from the In- Depth

Interview (IDI) and Focus Group Discussion (FGD) of teenage mothers

regarding their lived experiences. A detailed response among the teenage

mothers during the interview is thoroughly presented in this chapter.

Chapter 4 presents the discussion of the results based on the

essential themes supported by various studies conducted. It also presents

the implications for education practice, the concluding remarks of the

researcher and the recommendation for further research.

Review of the Related Literature

This part of the research provides some readings in support to the

investigation undertaken by the researchers regarding the lived

experiences of teenage mother as a student. Including in this endeavor is

the Teenage Pregnancy, Factors of Teenage Pregnancy, Student Mothers,

Effects of Teenage Pregnancy, Support from Friends and Family, and

Services and Programs for Adolescent/Student Mothers.

Teenage Pregnancy

Education is acknowledged as an instrument for development and

the right of a female individual. Nevertheless, female reproduction

features have become an obstacle to the accomplishment of their complete

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potential in the educational environment by some female learners.

Reproductive rights of a woman, such as getting the right to have kids, are

not regarded as important as their right to education.It is vital that the

rights of women to reproduce are acknowledged in educational

environments and that their educational rights are respected with regard

to their demographic features (Esiah-Donkoh, 2014).

Runhare and Vandeyar (2011) argued that the Ministry of

Education, Sport and Culture (South Africa and Zimbabwe) has a policy

on mainstreaming pregnant adolescents in formal education which states

that students are permitted to continue studying until delivery and return.

Teenage girls who watched MTV shows were often shown to have

an increased likelihood of participating in sexual intercourse; however,

regular viewing was associated with a reduced likelihood of participating

in latest intercourse for women whose parents frequently communicated

with them about sex while they grew up (Arroyo, et.al., 2013).

Efforts must also be made to reduce gender inequities, which

increase the chances of unwanted pregnancies for young females. In

various worldwide environments, unwanted sexual contact and violence,

including compulsory first sex, have been involved with teenage

pregnancy (Baumgartner, Geary, Tucker, &Wedderburn, 2009).

FACTORS OF TEENAGE PREGNANCY

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Baumrind (1967) as cited by Parenting for Brain (2019) identified

that there are three (4) different types of parenting styles. 1) Authoritarian,

2) Authoritative, 3) Permissive, and 4) Neglectful.Authoritarian parents are

strict and controlling, demanding a lot from their children without

providing warmth or reacting to the emotional needs of a child. The

authoritative parent sets high expectations in their children. Unlike the

authoritarian parent, the authoritative parent is responsive to her child's

emotional needs. Permissive parents offer plenty of warmth, but they don't

set boundaries. They let their kid do as he pleases, and these kids may

grow up without understanding that their behavior will be limited by

society. They are even fighting for their kids without even understanding

if their kid has done wrong. A person's behavior relies on how they are

raised by their parents. In neglectful parenting, parents who use this

parenting style aren’t involved in their children’s lives and children raised

by neglectful parents are more outspoken, independent, and aggressive.

An exploratory research on the risk and protective factors associated

with adolescent pregnancy was conducted by Ditsela and Van Dyk (2011).

They discovered a correlation between the parenting style in the home of

the girl and teenage pregnancy through their research. The results indicate

that in young females growing up with authoritarian or permissive

parents, adolescent pregnancy will be more prevalent.By comparison,

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adolescents who considered their parents to be more sensitive, more

communicative, and less likely to become pregnant as a teenager.As a

protective factor against teenage pregnancy, they stress the significance of

parental interactions with their kids. The authors encouraged parents in

their article to promote open communication at home, particularly around

sex and sexuality issues.

The research says that a reason for enhanced pregnancy danger for

single-parent adolescents may be associated with more permissive sexual

attitudes, less parental supervision, and/or the instance of their own

dating activity (Barn &Mantovani, 2007).

UNFPA (2007) noted that the lack of education is a main factor that

leads adolescents to pregnancy. Recent study indicates that teenage girls

enrolled in school are less likely to have ever had sex.

Research shows that keeping girls in school considerably decreases

the possibility of becoming pregnant during adolescence (Emch, Miller,

Pettifor, Rosenberg, and Thirumurthy, 2015).

Bearinger, Sieving, Ferguson, Sharma (2007) added that social

factors such as relation of power that can affect girls and teenagers to

become sexually active without understanding the consequences or even

victimizing sexual violence or submission. For this reason, there has been
 15

proof that programs for sex education are considered a key in supporting

sexual health and reducing teenage risk behavior.

Student Mothers

The task-oriented coping techniques were used by learners with

various positions as quoted in Johnson and Nussbaum (2012). The results

contrasted with the existing research. Task-oriented coping strategies are

problem-focused as described by Kariv and Heiman (2005), which includes

direct action to change the situation and reduce the level stress evoked by

the situation.

The definition of good mother is complicated. Given the different

experiences and challenges of motherhood in distinct societies, the

definitions of good mother differ by culture (Zhang, 2011).

Leaman (2015) said mature learners knew their interest in the role of

the student. Therefore, they were more likely to experience the challenges

of life.

To adapt to their position, many student mothers use different

coping strategies as Grohman (2009) mentionedthat student parents rely

on time management to handle a student mother's different tasks.

For student mothers, combining motherhood and learning without

compromising either one's operations is a huge dilemma. When a woman

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has to concentrate all her attention on her studies, her behavior can

contrast with her traditional motherhood role (Visick, 2009).

Bilton (2017) said the lives of parents often revolve heavily around

the life of their children. As is the case, it may seem almost impossible to

do things for themselves. Making bigger changes in life like pursuing

higher education while parenting may seem totally implausible.

This mainly consists of mothers returning to school or starting the

university late, as well as increasing numbers of student mothers who

gave birth either in high school or during their studies (Ricco, Sabet, and

Clough, 2009).

Maina (2018) claims that campus life can be smooth-sailing, but

particularly when your sexual activity leads to pregnancy and you choose

to be a student mother, this can become difficult. You are automatically

forced as a student mom to bear two responsibilities: that of being a

student; and that of being your baby's mom.

Student mothers' existence raises worries about playing mother and

student roles. Having two roles at the same time is hard for them (White,

2008).

Moreau and Kerner (2013) indicated that in order to combine these

activities, the nature of parental and academic responsibilities required

careful planning.
 17

One of the most important aspects of planning for motherhood roles

was the selection of an alternative method for childcare. Berg &Mamhute

(2013) mentioned that taking on the position of the student becomes very

hard for young mothers without proper childcare.

Beltran (2018) claimed that she's responsible for raising a child, and

she doesn't take it lightly. She's a mother and a college student, and her life

is totally different from those around her.

Okeyo(2012) has said student-mothers go through several

challenges as they live double lives as mothers and students. Often

challenges are faced like lack of support due to other factors like lack of

finances and time being limited.

Taukeni(2014) asserts that the main challenges of student mothers

were the lack of time to manage studying and parenting roles.

Duquaine-Watson (2007) claims that there is a noticeable lack of

attention to the experiences of women who pursue degrees while raising

kids alone.

Wilsey (2013) argues that, with the rise in students of higher

education, 10% of these populations are parents or mothers who hope to

offer their kids a better future and to meet their needs through graduating

from college. These non-traditional students are often student mothers,

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and special attention should be provided because they are also mothers

and caregivers at home, apart from their role as students.

Many see or see their families as an obstacle to their education,

which is wrong they should see it as a motivator because, mainly, student

mother goes back to school because they want to provide for their child.

The resistance of family members to a student mother’s education was due

to a lack of belief in the importance of education for mothers (Brooks,

2013).

Berg &Mamhute (2013) stressed that when pregnant students and

student mothers are expected to subordinate their needs and desires for

their kids and families, they are forced to face the conflicting roles of

motherhood and studentship.

The role of single motherhood is one of seven factors that place

students who begin an undergraduate degree at risk for successful

persistence and graduation. Single parents are more prone to dropping out

of college than their undergraduate peers (Kliff, 2007).

Oldfield (2007) emphasized that although the path of a young single

mother from poverty to empowerment through schooling can be filled

with hope, due to her low-income status, she has to address critical

barriers to that schooling.

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Study has shown that a lack of rest and relaxation has affected the

health of students and has affected their academic performance indirectly

(Goldrick-Rab, Minikel-Lacocque, and Kinsley, 2011).

Brown and Amankwaa (2007) said parenting is very stressful and

some women are unable to manage all the tasks involved, particularly the

first-time mothers, and need help or support from the people around

them. However, they also discovered, that student mothers are more

responsible than regular students.

As cited by Ugwu, Orjiakor, Enweruzor, Onyedibe, &Ugwu(2016),

this research proposed that there was fatigue and physical stress on the

student mothers. According to Mark’s scarcity theory, role competitions

reduce individuals’ abilities to pay enough attention to both roles at the

same time.

One of the most significant aspects of planning for parental roles

was the choice of an alternative technique for childcare throughout the

Berg and Mamhute (2013) research quoted by Forster &Offei-Ansah (2012).

They performed a survey in Ghana called domestic affairs and female

student coping strategies. Students used different strategies, such as

delegating domestic roles, prioritizing, planning, and organizing tasks to

ensure that while at university, their family life won't suffer.

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While being a student may already involve many sleepless nights,

student mothers also face an entirely different challenge of getting to

balance their studies as well as being a parent (Ferrer and Sevilla, 2019).

Other studies have verified that the illness of their child was one

cause of emotional disorder and stress for student mothers. Almost all

student mothers said that the fear of losing a kid to illness was so great

that they stayed with their sick kids all the time until they got well, even

though they were prevented from attending academic tasks (Esia-Donkoh,

2014).

Adofo (2013) indicated that student mothers had to take care of their

sick children, so they were unable to prepare for exams and often failed to

pass them successfully.

Effects of Teenage Pregnancy

As Amankwaa and Brown (2007) have indicated, "As more female

college students engage in sexual relationships, the risk of getting

pregnant increases. However, it is only the woman who bears the burden

and risk of pregnancy when pregnancy happens and in most cases

childcare is often unplanned or planned caring for a child becomes a full-

time job.
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As quoted by Morales (2013), Okeyo (2012) indicated that teenage

pregnancy is a worldwide problem and a major contributor to women

dropping out of school. One of the solutions created for teenage pregnancy

was permanent expulsion, but this was proven to be ineffective and unfair

to the girls. Now there is a return to school policy where, due to teenage

pregnancy, a student is temporarily dismissed from school for any further

education.

Early marriage and teenage pregnancy are the two most common

causes for adolescents´ school dropout in Ecuador. Women who have not

completed their schooling have fewer potential employment possibilities

and fewer incomes compared to educated women. A teenage pregnancy

means in average 2.5 years less of schooling that a woman has (Buvinic,

Valenzuela, Molina, González 2010).

Pandor (2007) asserts that teenage mothers are less likely to finish

school. This implies that they are less likely to get a better job than their

colleagues or boyfriends.

Caring for a child or children is often viewed as a full-time job, and

mothers ' societal expectations lead to significant feelings of isolation and

guilt in pursuing college education (Brown &Ankwaa, 2007; Warren, 2007).

 22

Most often, in Olmstead, Koon, Puhlman, Pasley and Fincham

(2012) research, women were only the one facing the consequences of early

pregnancy, mentally, socially and academically.

It was discovered that physical and mental strain accompanied the

major obstacle to simultaneous leadership of the roles of mother and

student. Maternal and academic responsibilities combine to challenge,

bring physical and psychological pressures, and affect academic activity

(Esia-Donkoh, 2014).

They also have greater rates of suicidal thoughts than their peers

who are not mothers. As well as other adolescent females, adolescent

mothers are more prone to experience post-traumatic stress disorder

(PTSD).This may be because adolescent mothers are more likely to have

been mentally and/or physically abused (Nall, 2016).

As cited by Lynch (2008), student mothers were involved in a

complicated identity conflict and managed their behavior constantly to

comply with the images of a good mother and a good student; this could

lead to severe stress.

Many studies have been conducted on the adolescents’ mental

health both prior to and post birth. Some research has shown that low self-

esteem in adolescents is associated with a variety of behaviors, including

pregnancy (Ditsela and Van Dyk, 2011; Barber, Chien and East, 2012).
 23

As an adolescent, parenting raises the level of stress among

adolescents, particularly if the pregnancy is unwanted or unintended.

Research has shown that being a teen parent can be stressful due to

disruption in education, unpreparedness for parenthood, disruption in

their life plans, sudden financial burden, and realization that the teen will

have a lifelong connection with the other parent or ending the relationship

with the other parent (Barber, Chien, & East, 2012).

Dunn and Theron (2006) believe that adolescent childbearing is

particularly disruptive to girls ' educational process and, as a result, many

teenage mothers leave school and never return. Teenage mothers are

facing an overwhelming number of difficulties. Much more common are

parental and peer pressures than support and understanding. Teenage

mothers face many challenges in trying to complete their schooling

because over and above their academic work, just like their peers, they are

mothers first.

WHO (2004) as quoted in Ngidi (2007) research agrees that teen

pregnancy is a social problem with many contributing factors WHO says

that the potentially damaging effects of teenage pregnancies include not

only biomedical elements (e.g. premature birth and complications of

unsafe abortion with related enhanced perinatal and maternal mortality)

 24

but also psycho-social implications (e.g. interruption of schooling, poverty,

disturbance of family relationships).

Lewis, Scarborough, Rose, &Quirin(2007) believes that adolescent

pregnancy stereotypes that are common in society can damage a young

mother, possibly hindering her progress, resilience, and well-being. She

reflects her concern in an article co-written by a teenage mother that

"negative messages may shape the self-perception and outlook of already

pregnant and parenting teenagers, setting them on the path to failure.”.

In the study of Lemos(2009), teenage mothers are 20 percent more

likely to have no qualification at the age of 30 than a mother giving birth

aged 24 and over.

Many of these young mothers’ faces challenges that affect their life,

as well as their children, including being single parents, not earning their

high school diploma, and living in poverty (Basch, 2011; Weiss, 2012).

More than this, teenage mothers are likely to remain single parents

and live in poverty. In turn, this puts their children especially girls, at risk

of poor health and of becoming teenage mothers themselves. Therefore,

the generational cycle turns and repeats itself. Teenage pregnancy is one of

the factors that prevents far too many schoolgirls from completing school

(Pandor, 2007)
 25

Lanzi, Bert, Jacobs, and the Centers for the Prevention of Child

Neglect (2009) looked specifically at “depression among a sample of first

time adolescent and adult mothers.

Insights on Teenage Pregnancy

There is little evidence that lack of knowledge ‘causes’ pregnancy, or

that increased knowledge prevents it. Age at which pregnancy occurs

seems to have little effect on future social outcomes, and many young

mothers themselves express positive attitudes to motherhood and describe

how mother-hood has made them feel stronger, more competent, more

connected, and more responsible (Duncan, 2007).

A study of Darisi (2007) stated that a negative perspective on teen

pregnancy leads to a negative view of pregnant teens. The young woman

who becomes pregnant sets in motion a series of events that ultimately

leads to the disaster of a teen birth. The pregnant teen becomes a statistic

and assumptions are made about her character, intelligence and maturity.

Young mothers are often well-aware of these assumptions.

In our study, adolescent girls often expressed anxiety about

premarital pregnancy, given that they believed it would negatively affect

their participation in the community and, most markedly, at school. As

found in many settings across the globe, our participants narrated how
 26

becoming pregnant during adolescence threatens a girl’s ability to stay in

school (Almeida & Aquino, 2011).

Although pregnancy outside marriage was viewed negatively

overall, both pregnant and never pregnant participants considered

pregnancy within the context of marriage, even before age 18, to be both

socially acceptable and common. In fact, as previously reported from this

project, many of our participants viewed sex and pregnancy as implicit to

marriage (Baumgartner, CNakyanjo, Ddaaki, Geary, Serwadda, Wagman,

and Wawer, 2009).

In spite of these findings, studies from other settings have found

differences or misinterpretations often exist between the way in which

female adolescents perceive their male partners’ pregnancy intentions and

his true desires for becoming a father (Clear, Williams, & Crosby, 2011;

Lewin, Mitchell, Hodgkinson, Gilmore, & Beers, 2014)

Support from Friends and Family

Another coping cited by Grohman and Renelamn (2009) is

managing tasks to handle the things needed to be done as student and a

mother as well as emotional and physical support from both the partner

and parents of the student mother.

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Previous studies have also indicated that family and friends are the

most common sources of support for student mothers with family

responsibilities (Xuereb, 2014).

Getting support was another factor influencing the simultaneous

management of the roles of mother and student. Obviously, finding

compatibility between the identities of mother and student can be

challenging. Familial support can empower student mothers and reduce

the impact of the student role on their maternal and family life, especially

on the children (Marandet& Wainwright, 2010).

Services and Programs for Adolescent/Student Mothers

Senate Bill No. 1482 also known as “Prevention of Adolescent

Pregnancy Act of 2017” Section 2, addressed that it shall be the policy of

the state to encourage adolescent mothers and fathers to continue and

finish their education in order to equip them for a better life, to increase

their human potential, to help prevent early marriages, high-risk child-

bearing and repealed pregnancy and to reduce associated mortality and

morbidity through comprehensive social protection intervention.

Department of Education (DepEd) encourages public school

teachers through DepEd order no. 39, s. 2016 to conduct research in-depth

study focusing on the theme about child protection. The Department is

 28

committed to address reported incidents of teenage pregnancy in order to

address the need to assist the effectiveness of previous interventions and

the potential of new approaches to better protect learners in schools.

The support given by university tutors, authorities, and classmates

also facilitated the implementation of student mothers’ educational tasks.

Moreover, the flexibility of educational schedules and the cooperation of

educational staff are invaluable factors in a student mother’s education

(Adu-Yeboah, 2015).

On the contrary, Runhare and Vandeyar (2011) in their study

maintain that there is a policy on mainstreaming pregnant teenagers in

formal education by the Ministry of Education, Sports and Culture (both

South Africa and Zimbabwe), which states that learners are allowed to

continue learning till delivery time and come back. They also state that

educators who knew the school-girl pregnancy policy had made informal

observations and ensured that teen mothers face significant levels of stress

that can then lead to increased mental health concerns. In addition to

higher rates of postpartum depression, teenage mothers have higher rates

of depression.

The traditional age, low-income single mother student lacks social

support, has limited academic preparation, and may have limited

knowledge of community resources (Jones-DeWeever, 2007).

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This began out of the realization that teenage pregnancy is one of

the inequalities between men and women educational access and outcome

(Lloyd and Mensch, 2008).

The gap between teenage mothers’ aspirations and the support they

receive suggests that educators are missing an opportunity to facilitate

teenage mothers’ school progress and their long-term educational

attainment (SmithBattle, 2007).

Basch (2011) believes that this drop is due to an increase in access to

sex education, a delay in initial sexual intercourse, and an increase in

contraceptive use; however, he also stated that girls born to teen mothers

are “66% more likely to become teen mothers” themselves. Although the

pregnancy rate for adolescents has been steadily declining, the United

States has a much higher rate of teen pregnancy in comparison to other

developed countries.

These challenges may be exacerbated because as teenagers the girls

are in a crucial phase of their lives as they are experiencing the integration

of their personal identifications, abilities and opportunities available in

society (Gouws and Kruger, 1994 as cited by Chetty&Chigona, 2008).

Rendon (2014) advocates preparing single parent student mothers to

make sound ethical and moral decisions regarding political, social and

cultural situations that will ensure the world continues forward in a

 30

“peaceable, equitable, and survivable manner” by modeling access, equity

and sustainable social justice for precaritized individuals.

 Chapter 2

METHOD

This chapter presents the methods in our study. In this section, we

present the utilization of the qualitative method. We also discussed here

the research design, roles of the researchers, the profile of research

participants, the data collection procedure, trustworthiness and credibility

and ethical consideration.

Research Design

In this study, we used the qualitative phenomenological approach

which employs two methods: the in-depth interview and focus group

discussion.This theoretical perspective is a mean to advance insights by

discovering meanings in ways that improved our comprehension of the

whole.

In the handbook of qualitative research Denzin and Lincoln (2005)

describe qualitative research as involving “an interpretative naturalistic

approach to the world. This means that qualitative researchers study

things in their natural settings, attempting to make sense of or interpret

phenomena in terms of the meanings people bring them.” Qualitative

researchers study things in their natural settings, attempting to make sense

 32

of, or to interpret, phenomena in terms of the meanings people bring to

them.

In addition, qualitative researchers are interested in understanding

the meaning people have constructed, that is, how people make sense of

their world and the experiences they have in the world (Merriam, 2009).

This research process entails emerging queries and procedures, data

typically garnered in the participant’s setting, data analysis inductively

establishing from particulars to themes: and the researchers are making

interpretations of the meaning of the data (Creswell, 2007).

Phenomenology begins with an experience or condition and,

through the narration of participants, of either a shared single incident or

shared condition, investigate the effects and perceptions of that experience.

“Phenomenologists distinguish phenomena (the perception or

appearances from the point of view of a human) from noumena (what

things really are) (Willis, 2007). Simply the phenomenological method

interprets an experience or fact, by listening to the different stories of the

participants. The methods examine the phenomena through the subjective

eyes of the participants.

Pure phenomenological research seeks essentially to describe rather

than to explain, and to start from a perspective free from hypotheses or

preconceptions (Husseri, 1970 as cited byTripathy, 2017).

 33

Role of the Researcher

In this study, we assured that each member was responsible for the

various roles, tasks and obligations of this research. As the researchers, we

gathered, analyzed and evaluated the needed information to able to come

up with more reliable and convincing result. Moreover, in this study, we

assured that we as researchers were free from bias in choosing our

research questions and in choosing our participants, as well as to ensure

the confidentiality of their identity.

Research Participants

For phenomenological studies, Creswell (1998) recommends 5 – 25

and Morse (1994) suggests at least six. These recommendations can help a

researcher estimate how many participants they will need.

The participants that were involved in our study were the fourteen

(14) BSED students who are currently enrolled in KolehiyongPantukan.

There are seven (7) participants that werepurposely selected for the In-

Depth Interview (IDI), and seven (7) participants that werepurposely

selected for Focus Group Discussion (FGD).

In choosing the participants of this study, there were pre-inclusion

criteria that were followed. First, the participants are officially enrolled in
 34

the program of Bachelor of Secondary Education at Kolehiyo ng Pantukan.

Second, they have experienced motherhood during their teenage years.

A qualitative interview should be open-ended, neutral, sensitive,

and clear to the interviewee. In depth qualitative interviews are generally

flexible and exploratory in nature. For example, the researcher adjusts later

questions depending on how the interviewee responded to the earlier

questions, to clarify the answers, to follow promising new lines of inquiry,

or to look for more detail. The interview style is unstructured and

conversational, and the questions asked are generally open-ended and

designed to elicit detailed, concrete stories about the subjects’ experiences

(Whyte, 1982). The purpose of such interviews is not to identify objective

truth or to conclusively test hypotheses but to help the researchers

understand the experiences of the participants and the conclusions the

participants themselves have drawn from them.

 35

Data Collection Procedure

Documentation was done during the conduct of the interview using

the research guide questions through a voice recorder which was

conducted to the participants at KolehiyoNg Pantukan. Interviews which

were audio-recorded were transcribed verbatim. The guide questions are

the only instrument that wasused in this inquiry. It was served as a guide

during the In-Depth Interview and Focus Group Discussion. Basically, the

inquiries were based on the research questions that reveal the lived

experiences of teenage mother as a student at Kolehiyo ng Pantukan.

Trustworthiness and Credibility

Trustworthiness or vigor of a study refers to the degree of

confidence of data, interpretation and methods used to ensure the quality

of a study. It also involves establishing credibility, transferability,

dependability and comfirmability (Licoln and Guba, 1995).

To address trustworthiness, we have methodically clarified to the

participants that their identity, participation and stories were kept

confidentially. Building trust to the participants was very important to

gather the necessary and genuine information. We as a researcher have

built trust to the participants so that they will cooperate and give their

honest response accordingly to the questions that we have given to them.

 36

Privacy and anonymity of participants was of a paramount importance.In

order to protect their identities and privacy, pseudonyms for each

participant will be provided.

Credibility is the first aspect, or criterion, that must be established. It

is seen as the most important aspect or criterion in establishing

trustworthiness (Beck & Pilot, 2014). The perspective of the participants

should be convincing and will give reliable results. We addressed

credibility by making sure that the participants are officially enrolled in

BSED program at KolehiyongPantukan. We ensured that the identified

students are teenage mothers.

Credibility is the quality of power of inspiring belief. Credible

sources, therefore, must be reliable sources that provide information that

one can believe to be true. It is also described or explained that event,

group of phenomenon of awareness from the standpoint of the

participants. The participants who formed the topics of the study are the

best situated to judge the credibility of the outcome in a qualitative study

(Lincoln, 2009 as cited by Melendres, 2016).

Transferability
 37

In this study, we addressed transferability by ensuring more specific

and highly detailed descriptions of the situations of the participants which

are credible and comparable to a similar situation that are more familiar

with the readers.

Transferability refers to whether the theory is applicable beyond the

study sample to similar situations, questions, and problems, regardless of

demographic characteristic. The author can give suggestion about

transferability but it is the readers’ decision whether or not the findings are

transferable to another context (Thornhill, 2012). This study can be used by

other schools that also dealing with similar issues, similar situations,

similar populations, and similar phenomena especially in schools nearby

KolehiyongPantukan.

Dependability

To address dependability, we have selected credible participants

who can relate to the questions that were given and we used overlapping

method to achieve dependability such as focus group discussion and in-

depth interview using the research questions as the basis in gathering the

data to address the dependability concern more openly.

Dependability refers to the ability of the researcher to account for

the constant changing conditions of the phenomenon studied, for the

 38

interaction with study participants and for entire research process carried

out with an emergent design (Bell &Bryman, 2007). Voluntary

participation of participants in the research is important. Moreover,

participants have rights to withdraw from the study at any stage if they

wish to do so. They should participate on the basis of informed consent.

The principle of informed consent involves researchers providing

sufficient information and assurances about taking part to allow

individuals to understand the implications of participation and to reach a

fully informed considered and freely given decision about whether or not

to do so, without the exercise of any pressure or coercion.

Confirmability

In this study, we ensured that the gathered data was recorded,

noted down and transcribed exactly based in the answers of the

participants during the interview then data reduction followed and was

submitted for analysis to the data analyst who identifies the themes that

emerged from the statements of the participants being transcribed.Bogdan

and Biklen as quoted by Moleong (1989), data analysis is the efforts made

by working with the data, organize data, sorting out into manageable

units, synthesize, search and find patterns, find what is important and

what is learned, and decide what can be told to others.

 39

Confirmability refers to the neutrality of the data rather than

neutrality of the researcher. If the research is confirmable be able to find

conclusions grounded in data. Any type of misleading information as well

as presentation of primary data findings in a biased way must be avoided

(Saunders & Lewis, 2012). In other words, the findings are based on the

participants’ responses and not any potential bias or personal motivations

of the researchers. In our case, purposive selection was done. To clarify the

data of the participants we have coordinated with the Registrar of

KolehiyongPantukan for verification purposes.

Ethical Consideration

Some important ethical concerns that should be considered while

carrying out qualitative research are: anonymity, and confidentiality it

commonly viewed as akin to the principle of privacy (Oliver, 2003;

Gregory, 2003). Inclined with this, the assurance to keep the confidentiality

of the identity of our participants was kept private. Their concerns and

needs was the top of our priorities, since they were the one who knows

their schedules and free time. Documents and other important matters

regarding the study were kept in private.

 40

Chapter 3

RESULTS

This chapter is the presentation of the findings of the study about

the lived experiences of teenage mother as a student. It encompasses the

response of the participants together with its translation. It also presents

the themes and core ideas that were derived from the participants’

responses.

The questions were responded enthusiastically by the participants.

After gathering all the responses, the researcher transcribed and translated

the data carefully. Based from the responses, the researcher extracted the

themes and the core ideas that correspond with the themes.

The Experiences of Teenage Mother as a Student

Upon careful analysis of the participants’ responses regarding the

lived experiences of teenage mother as a student, the researcher extracted

five (5) themes. The following are the themes that emerged under the first

question: 1) Having Difficulty in Time Management; 2) Being Future

Oriented for their Children; 3) Being Criticized and Discriminated; 4)

Having Financial Constraint; 5) Experiencing Physical and Mental Strain;

6) Having Multiple Responsibilities.

Having Difficulty in Time Management

 41

Many students find it hard to manage their time well; whether they

are trying to juggle academic responsibilities like trying to keep up with

the continuous demands of each class like studying, or with trying to

complete multiple assignments that have to be completed before the

deadline.

As said by IDI-01:

“Isipusa ka inahannga nag

eskwelaangpinakalisodnaakongna encounter
kayangunsaonnakopag manage saakong time as a
parent ug as a student.”

(Being a student mother, the very difficult

experience that I have encounteredwas on how
I’m going to manage my time as a parent and as a
student.)

IDI-02 also added:

“Maglisodkog manage saakong time kay

diligyudsiyalalimngamatungaakong time,
saakonganak ug saakongpamilya ug
saakongpageskwela.”

(I have difficulty in managing my time because

my time will be split for my child, my family and
my studies.)

IDI-03 also mentioned that:

“Maglisodgyudkog manage saakoang time.

Mabahinakongorasdidtosaakonganak ug
saakoangpagskwela.”

(I have difficulty in managing my time. My time

will be split between my child and my studies.)
 42

IDI-04 confirmed by saying:

“Tapos time, lisod mag manage sa time kay kailangan

ko mo spent ug time saakonganakunyanaa’y moment
pudna mag abotnganaapu’y activity sa school so
lisodgyudkaayo.”

(And time, it is very hard to manage time because

you need to spent time to my child and there are
moments when there are activities at school so it
is very hard.)

IDI-05 also affirmed that:

“The challenges I faced as student is the time because

dapatakoang e balance akong time.”

(The challenge that I faced as a student is the time

because I need to balance my time.)

IDI-07 also stressed that:

“Time, labonnaug mag sacrifice ka kung

imongatimanonimong baby or mag attend ka’g
activity.”

(Time, especially when you have to sacrifice if

you are going to take care of your baby or you
will attend the activity.)

FGD-05 expressed that:

“Lisod para sasaakoa ang pag manage saakong time

kay mahati man judakoangoras kay kailangannaagyud
ko pirmi para samgaanaknako ug nag eskwela man
pud ko.”

(It is hard for me to manage my time because my

time will be split because I always have to be
there for your kids and I’m studying as well.)
 43

Being Future Oriented for their Children

Beingafuture-oriented person allows you to plan ahead. Student

mothers are focusing on the future for their children which clearly help

them in achieving their goals. They can mentally visualize every step of

the process, fight possible obstacles and envision their success.

As stated by IDI-03:

“Angakoang purpose
gyudnganongnagpaenrollkokayparasa future
saakoanganakmaongbuhatonnakonamahumankougesk
wela.“

(My purpose why I enrolled in school is for the

future of my children. That is why I am doing this
to finish my studies.)

IDI-04 also said that:

“Gusto pud mi makahumansa among

pagskwelakaynakasalalaysaamoang future sa among
anak.”

(My purpose why I enrolled in school is for the

future of my children. That is why I am doing this
to finish my studies.)

IDI-05 also affirmed by saying:

“This study is not only for me but also for the

goodness of my family, especially for the future
of my kids.”

IDI-06 also mentioned that:

 44

“Naglantawgyudkosa future saakongmgaanak. Ni-

enroll kodiriaparanaapuy future.”

(I am in vision with the future of my family. I

enrolled here to have a future.)

IDI-07 also expressed that:

“Para sa future gyudsaakongmgaanak, maogyud nay

purpose nakonganong nag enrolkodiria”

(It is really for the future of my children that is

my purpose why I enrolled here.)

FGD-01 confirmed by saying that:

“Akong family gyud ang nag motivate

saakongamakahuman ug eskwela.”

(My family motivates me to finish my studies.)

FGD-04 also expressed that:

“Nag huna-hunapud ko sa among future, labawnasa

future saakonganak.”

(I am also thinking about our future, especially

the future of my child.)

FGD-03:

“Akonganakgyud ang motivation

nakongamakahuman ko.”

(My child is my motivation to finish my studies.)

FGD-07:
 45

“Ang nag motivate saakoangamakahuman kay

akonganakgyud.”

(The one that motivates me to finish college is my

child.)

FGD-05:

“Anakgyudnako ang nag motivate

saakoangamohuman kay gusto nakomahatagansila ug
maayonga future.”

(My child motivates me to finish my studies

because I want to give them a better future.)

Being Criticized and Discriminated

Criticism and discrimination starts from recognition of the

difference between one thing and another. People generally criticize and

discriminate against other people because they have taken their beliefs of

stereotypes to a level that causes them to think that others are not equal to

them. Experiencing these stereotypes affects the student mother in a way

that it makes them feel down with themselves.

As stated by IDI-01 that:

“Na down kokaytungodsamgalibakdilinanakomadawat

as a babaeba.”

(I was so down because of the criticisms that I

cannot accept as a woman.)

IDI-04 also said that:

 46

“Pinakalisodngana-experience nako kay ang mga

criticisms or mgalibaksaubangtao.
Sakitkaayopaminawon.”

(The most difficult that I have experienced was

the criticisms from other people. It is very painful
to hear.)

IDI-05 also mentioned that:

“The people that really affects me are the people that

easily judges the way I handle everything because
naaju’ymgataonga judgmental.”

(The people that really affect me are the people

that easily judges the way I handle everything
because there is always judgmental people.)

IDI-06 also stressed that:

“Those people ngagina look down koanalabina side

saakongbana, side saubangtao.”

(Those people that kept on looking down on me,

especially in my husband’s side and also other
people.)

IDI-07 confirmed and said:

“Pagkabalonilanganabuntiskongabata pa so
naajuymgacriticism ngamadawatgikansamgatao.”

(When they learned that I got pregnant early, I

received criticism from people.)

FGD-06 added that:

“Pag gawasnamosabalaykataw-an misaubangtao.”

(When we go outside our house, other people will

laugh at us.)
 47

FGD-04 affirmed that:

“Giingnan ko nganganongkaron pa daw ko

ningeskwelanganaanadawkoyanak ug minyonako.”

(I was told why I am still studying when I already

have a child and I am already married.)

FGD-03 shared that:

“Moingonsilanganongeskwela-eskwela pa
dawunyanaa nay anak.”

(They will say that why I am studying when I

already have a child.)

Having Financial Constraint

Financial constraint occurs when a person’s financial outgoings start

to exceed their income which results to scarcity of financial resources.

Student mother experiencing this type of burden affects their performance

especially when financial responsibilities are coming simultaneously.

IDI-03 stated that:

“Angmga situation ngamakaapektosaakoa is those

mgaproblema financial.”

(The situation that affects me is those financial

problems.)

IDI-04 added that:

“And another kay budgeting sa money especially kung

diligyudsiya enough para sa daily expenses
saakongpamilya ug saakongpageskwela.”
 48

(Another is budgeting money especially when it

is not enough for the daily expenses of my family
and my studies.)

IDI-05 also said that:

“Dili gyudsyalalim because dililang ka naka focus

saimong study kundilidaghanpaka’g aspect ngagina
consider saimongpagskwela. Especially, the finances,
kung unsaonbanimopagigosaimong limited
ngakwarta.”

(It’s not that easy because you are not only

focusing in your studies but also there are so
many aspects that you need to consider in your
studies, especially, the finances, if how you are
going to budget your money which is just
limited.)

IDI-06 also affirmed that:

“Financial problem gyud ang number one kay

lisodkaayo e budget kung kulanggyud ang kwarta.”

(Number one is financial problem because

budgeting money is very hard when it is not
enough.)

FGD-03:

“Many to mention, like ang financial, kay naa pa

samgaanaknaapagyudsa school.”

(Many to mention, like financial, for the kids and

also for the school fees.)

Experiencing Physical and Mental Strain

 49

Thesigns of stress can be physical or mental. Student mothers

having two roles at the same time can be stressful physically and mentally.

IDI-06 said that:

“Enjoy and at the same time kapoypudsiya kay mag

apas man ko saakongoras. Maka drain jud physical ug
mental.”

(Enjoy and at the same time tiring because I will

go after my time. It can drain me physically and
mentally.)

IDI-07also added:

“Lisodgyud kayo siya ug kapoykaayolawas ug

sapaghunahunaunsaonpag survive ang mata’gadlaw.”

(It is really hard and very tiring and you will

think how you are going to survive each day.)

IDI-02 expressed that:

“Ginabalewalalangnila among situation

bangadilinilamaramdamanbananaglisodnadiay me
physically and mentally kay pag-atiman pa
langdaansa among pamilya ug mag skwela pa me”

(They take our situation for granted, they don’t

feel how that we are having difficulty physically
and mentally as we take care for our family and
we are studying at the same time.)

IDI-04 revealed that:

“Being in this situation is lisodgyudkaayosiya ug

apektadogyudpatiakongpagskwela kay maka drained
salawas ug mental.”
 50

(Being in this situation is very hard and it really

affects my studies since it can drain me physically
and mentally.)

Having Multiple Responsibilities

Student mothers have multiple responsibilities; at home and at

school. In addition, they have many aspects in life to be considered first in

each decision they make.

As stated by IDI-06:

“Problemasabalaytaposlabi nag mag

apasinyongtrabahuonsaskwelahan.
Akongmgaresponsibilidad kay mag-abot.”

(Problems at home and you lot of things to do at

school. My responsibilities are coming together.)

FGD-01 also said that:

“Dili ko ka-attend kung naa’y program sa school kay

dilinakomabiyaanakonganak.”

(I cannot attend when there is program at school

because I cannot leave my child.)

FGD-03 added that:

“Naga-eskwela ka and inahanpud ka at the same time.

Daghan ko ug responsinilities.”

(You are studying and you are a mother at the

same time. I have many responsibilities.)

FGD-06 affirmed that:

“Pag naa’y exam kay dili ka ka-focus ug study kung

nag sakit-sakitimonganak.”
 51

(When my child is getting sick, I cannot focus on

my study when there is an examination.)

Coping with the Problems Encountered of Being a Student Mother

Upon careful analysis of the participants’ responses regarding the

lived experiences of teenage mother as a student, the researcher extracted

three (3) themes. The following are the themes that emerged under the

second question: 1) Being Optimistic; 2) Having Familial Support; 3) Being

Dedicated and Determined.

Being Optimistic

Optimism helps us see new opportunities, learn from different

situations, and keep moving. Student mothers being optimistic resulted to

a better stress management.

IDI-01 stated that:

“Giovercomenakoakongmganaagiankay think positive

langgyud.”

(I overcome my experiences by thinking

positively.)

IDI-03 added that:

“Gina cope up nasiya through positive ways.”

(I am coping up through positive ways.)

IDI-04 affirmed that:

“Think positive paramaka move on, arun ma cope up

nakoakongmgaproblema.”
 52

(I think positively to move on and to cope up my

problems.)

IDI-06 also confirmed that:

“Akolangsiyanggithink positive langgyud.”

(I just think positively.)

IDI-05 emphasized that:

“I should think positively to overcome those

challenges.”

Having Familial Support

Familial support is when you receive support from your family in

any aspect one’s life. Student mothers receiving support from their family

lessen the burden of their responsibilities that helps improve their

performance.

IDI-02 expressed that:

“Na-overcome nako ni tungod sa akong bana kay siya

pud naga support.”

(I overcome this because of the support from my

husband.)

IDI-07 also stated that:

“Gisupportahan man koni mama, parent

gyudogsaakong siblings naa man pudmga relatives.”
 53

(My parents and my sibling even my relatives

supported me.)

IDI-01 also added:

“Aside saakong parents, naagyudkoymga auntie

mgalolanga nag tabangpudsaakoasa finances.”

(Aside from my parents, my aunties and

grandmother helped me in my finances.)

IDI-03 also shared that:

“Akong family, mga friends ug classmates

nakoilakongginatabangan.”

(My family and friends and classmates helped

me.)

IDI-04 confirmed that:

“Akong family gyud especially saakong mama

ogsaakong sister.”

(It is my family especially my mother and

sister.)

FGD-04 mentioned that:

“Akoangmgaanakgyud ang nagtabangsaakoa para ma-

overcome nakotanan trials.”

(It was my children who helped me overcome all

the trials.)

FGD-06 affirmed that:

“Love ones gyudnako ang nag tabangsaakoa.”

 54

(The one that helped me overcome the challenges

was my loved ones.)

Being Dedicated and Determined

Being dedicated and determined is having reason in perseveration

towards a difficult goal in spite of obstacles. Student mothers may face

different challenges but with dedication and determinacy for the

betterment of their future, they continue to strive hard.

IDI-01 said that:

“Mas motivated ug determinado ko

ngamohumansaakongpageskwela.”

(I am more dedicated and determined to finish

my studies.)

IDI-02 also expressed that:

“Nag pursigijud ko pagayosaakongpageskwela kay

para gyudnisaakoangpamilya kay uyamot ra baya ta.”

(I am determined to study for my family because

we are just poor.)

FGD-03 added that:

“Gusto namo mapakit asa among mga anak

ngapursigidoug motivated me nga nag eskwela para
 55

makitapudnamongapursigidopudsilasailangpag-
eskwela.”

(We want to make our children see that we are

determined and motivated in our studies so that
we will see that they are determined in their
studies also.)

FGD-04 also stated that:

“Ang akongmgaanakgyud ang nag motivate

saakoanga mag pursigiarunmo-graduate gyudkog
college.”

(It is my children that motivate me to be

determined in finishing my studies.)

The Insights of Teenage mother as a student

Upon careful analysis of the participants’ responses regarding the

lived experiences of teenage mother as a student, the researcher extracted

four (4) themes. The following are the themes that emerged under the third

question: 1) Instilling the Value of Education; 2) Being Courageous; 3)

Maintaining Quality Services; 4) Fulfilling Parental Dream.

Instilling the Value of Education

Education is important because it is a key to gaining the knowledge

and skills for the best opportunity of success in life. Despite of the situation

of the student mothers, they still see the value of education and strive hard

for the betterment of their future.

IDI-04 stated that:

 56

“Dapat focus silasailang study

kaydililalimangamoang situation.”

(They should focus in their studies because our

situation is not easy.)

IDI-05 also said that:

“I encourage those teenage mothers who are still

staying at home to find time to study and to build
their own career.”

IDI-01 affirmed that:

“Untamangitasila’gpanahonngamoseskwela kay mao

ra gyudna’ypaagingamakalingkawas ta
sakapobrehon.”

(I hope that they will find time to study because

that’s the only way to get out from poverty.)

IDI-02 also expressed that:

“Eskwelasagyudpara man pudnasainyohaug mas

dakomoug ma enjoy sainyong life.”

(Study first because it is for yourself and you will

enjoy bigger things in your life.)

IDI-03 advices that:

“Mag taronggyudugeskwela or e-set aside katongmga

unnecessary wants.”

(Study first or set aside unnecessary wants.)

IDI-06 emphasized that:

“Maningkamotmongamakahuman
mobagomosulodaningamgarelasyon.”
 57

(You should strive hard to finish studies before

you enter such relationship.)

FGD-02 mentioned that:

“Mag taronggyud ug skwela kay lisudgyudkaayo

among sitwasyon.”

(Study well because our situation is very

difficult.)

FGD-04 also added that:

“Mag tarungsila’geskwela kay sayang ang panahon.”

(They should study well because you will regret

the years that will pass.)

FGD-06 confirmed that:

“Taronglangsagyud ug eskwela. Asa ra nangminyo

kung maka human na. Aron dilinila ma-experience
ang among na-experienced.”

(Just study well first. Getting married is fine after

finishing your studies so that they will not
experience what we have experienced.)

Being Courageous

Courage is initiating and doing something that you are afraid of

doing. Student mother become brave enough to fight for their dreams

despite of the challenges and obstacle they face.

IDI-01 mentioned that:

 58

“Laban langgyud ta bisagunsasakapait,

bisagunsasadagha’g challenges ug problem
ngamoabotsaatoangpagskwela.”

(We should keep fighting even how hard and

whatever challenges and problems that will come
in our studies.)

IDI-02 also stated that:

“Laban langpara man gyudnisa future.”

(We should keep fighting because this is for our

future.)

IDI-03 also added that:

“Laban langparasamas better man gyudang future

saimuhanganak.”

(You should keep fighting to have a better future

for your child.)

IDI-04 affirmed that:

“Don’t give up, despite samga trials ngamoabutay pa

saatoa.”

(Don’t give up despite of the trials that will come

to us.)

IDI-05 expressed that:

“Just keep fighting and just pursue your career

and just don’t lose hope and do your best. Do not
just stop on what you have achieved.”

IDI-06 also mentioned that:

“Bisagdaghagmga challenges
ngamoabotlabanlanglanggihaponparasaimongpamilya.
”
 59

(Even though there are many challenges that will

come, just keep fighting for your family.)

IDI-07 also commented that:

“Dapatlabanlang ug dilisilamo-give up kay

unsaonnalang ang future samgabata?”

(Keep fighting and they should not give up. What

will happen to the future of your children then?)

FGD-04 also added:

“Padayonlangsapag-eskwela. Laban lang.”

(Continue studying. Keep fighting.)

FGD-06 also uttered that:

“Laban lang. Ayaw ug undangsapag-eskwela.”

(Keep fighting. Don’t stop studying.)

FGD-07 expressed that:

“Fight lang, maka-graduate ra lagi ta.”

(Keep fighting, we will graduate in the end.)

FGD-05 affirmed that:

“Don’t give up on your dreams. Laban lang.”

(Don’t give up. Keep fighting.)

FGD-01 also confirmed that:

“Laban lang. Mo graduate gyud ta bisanpagmagkina-

unsa.”
 60

(Keep fighting. We will graduate no matter

what.)

Being a Government Scholar

The government have issued a bill which allows the mothers to

continue studying after delivery. In addition, the government has given

the student an opportunity which is the Free Education Program and

Subsidy Program that is a big help for the students to finish their studies

and lessen their financial burden.

IDI-02 said that:

“Isa ani kadtongsa free ed. from government which is

very helpful kaayosakaronlabinasaamoamga mama.”

(One of them is the Free Education Program from

government which is very helpful especially to us
mothers.)

IDI-05 also expressed that:

“I'm very thankful for the Free Education given

by the government that we're enjoying right now
because this helps a lot in order to lessen our
finances.”

IDI-04 also added that:

“Kanang free Ed. kaydakokaayoni’gtabangsaamoa.”

(It is the Free Education Program because it is a

big help to us.)

IDI-06 also stated that:

 61

“Untamapadayonang Free Ed ugang subsidy

kaymaonaangdakongtabangsaamoaisipstudyante.”

(I hope that the Free Education Program and

Subsidy Program will continue because it is a
great help for us students.)

FGD-03 expressed that:

“Naa may free education

gikansaatonggobyernomaonangsabay mi mag-asawa
nag enrol me.”

(There is Free Education Program from the

government that is why I and my husband
enrolled in school.)

FGD-04 uttered that:

“Ning-eskwelako’g college kay opportunity

namangyud kay naana’y Free Ed.
gikansaatonggobyerno.”

(I study college because it is already an

opportunity because there is Free Education
Program from the government already.)

Fulfilling Parental Dream

Our parent’s dream is for us to have a better future but instead some

became teenage mother which results to disappointment. But things does

 62

not end with that mistake, everyone deserves a chance to prove themselves

that they can achieve something, someday.

IDI-02 confessed that:

“Ang akong parents ang nag motivate

saakoangamakahuman ug eskwela kay na down
pudnakosilakadtongpagmenyopudnakoba.“

(It is my parents that motivate me to finish my

studies because I let them down when I got
married.)

IDI-03 also confirmed that:

“Ang nag motivate saakoangamakahuman kay

akongmgaparents kay naputol man ang akong dream
nila para saakoa.”

(It is my parents that motivate me to finish my

studies because I have not fulfilled their dreams
for me.)

IDI-07 mentioned that:

“Ang paghumansaakongpageskwela is
balimaonalangnaakongbalossaakongparents kay na
disappoint man nakosila.”

(Finishing my studies is my payback for my

parents because I disappointed them.)

Maintaining Quality Services

Achieving and maintaining quality services of an institution is

important and can be helpful in getting to a high level of quality and

 63

continuing to improve the service especially for the student mothers in the

school that are in need.

IDI-01 expressed that:

“Nag hope konga mag

padayonlanggihaponangpaglambosa KNP, mag
padayongihaponang mayo pagka administration ni
Ma’am Jo ugsamga Faculty.”

(I hope that KNP will continue improving and

continue the good administration of Ma’am Jo
and the faculty.)

IDI-02 also added that:

“Untaipadayonlangsa school administration angilang

mag tabangsamgauyamotdiria.”

(I hope that the school administration will

continue helping the poor.)

The results above reveal the responses of the participants on what

are the lived experiences of teenage mother as a student, how they cope

with their lived experiences and their hopes and aspiration as a student. It

also shows the themes that emerge from the participants’ responses and

the core ideas that correspond to the themes.

Also, it manifests that the government and the school

administration were helping the student mothers to improve their

performance and fulfil their dreams by providing them assistance. Lastly,

 64

the initiative done by the school administration contributes to the overall

improvement of the teenage mother as a student in KolehiyongPantukan.

 65

Chapter 4

DISCUSSION

This chapter presents the discussion of the themes extracted from

the results. The themes were supported by various authors that shared the

same idea. It also includes the implications for practices, the

recommendation for further study and concluding remarks.

The Experiences of Teenage Mother as a Student

Everyone goes through different challenges in life. Just like student

mothers who have difficulty in balancing everything to perform two

different roles – being a mother and a student at the same time.

Under the first question on the lived experiences of teenage mother

as a student, the following themes emerged: having difficulty in time

management, being future oriented for their children, being criticized and

discriminated, having financial constraint, experiencing physical and

mental strain and having multiple experiences.

Having Difficulty in Time Management

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Majority of the participants responded that time management is

hard for them as they take two different roles; being a mother and a

student at the same time. Being a student mother itself makes it harder to

divide their time.

Time management plays a vital role in improving student’s

academic performance and achievements. Each and every student should

have time management ability which includes setting goals & priorities,

using time management mechanism and being organized in using time.

Here time management is only possible through self-motivation;

performance, ability and motivation (Brigitte, Claessens, Eerde, &Rutte,

2005).

These are the few activities performed by today’s university

students, which act as a barrier between them and their academic

performance. Due to miss management of time they gap behind. This

study will help to analyse the positive or negative impact of time

management on academic performance of students. It will also help to

make some decision about changes we would like to make to use our time

more effectively (Noftle, Robins & Richard, 2007).

 67

Being Future Oriented for their Children

Almost all of the participants stated that they are being future

oriented for their children. It is the future that they are in vision with so

that they can provide the assistance and support for their children’s need.

As cited by Seginer and Shoyer (2012), future orientation is an

umbrella term that describes various aspects of future thinking.

Accordingly, its conceptualization varies. Its importance for adolescent

development was first contended by Douvan and Adelson (1996), Erikson

(1968), and Lewin (1939), and has been substantiated by more recent

research reporting its effect on adolescent functioning, particularly at

school.

She added that while this was especially the case for married

mothers, studying enabled unmarried women to be “good mothers”

because gaining a degree would allow them to provide for their children in

the future. The role of student was therefore only important when it

bolstered or became an extension of good mothering (Pare, 2009)

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Being Criticized and Discriminated

Academic activities are intertwined with challenging competitions.

Therefore, motherhood responsibilities impose a large burden on students’

shoulders. Taking on motherhood along with studies is not considered

normal in universities. Majority of participants expressed their displeasure

of being criticized and discriminated by others because of their situation.

Springer, Parker & Leviten-Reid (2009) student mothers experience

unpleasant emotional pressures and receive negative feedback from the

academic setting, implying that education is the first priority. Moreover,

prejudice towards student mothers and the labelling of them as non-

productive stimulate avoidance behaviour and a discriminatory allocation

of educational resources to other students.

Bhana, Clowes, Morrell and Shefer (2008) have enumerated reasons

why it is difficult for teenage mothers to complete their education. There is

little to no support from the school, and they are being discriminated in

school for having a child at an early age (as quoted by Sibeko, 2012).
 69

Having Financial Constraint

Several participants claimed that doing motherhood along student

role lead them to have financial constraint especially when they have

scarce financial resources. Having financial responsibilities at home and at

school made their resources more limited.

According to the findings of this study, difficult social and financial

conditions were barriers to the simultaneous management of the roles of

mother and student (Billari&Philipov, 2004)

In the study of Buyks, Kenny, McLennan, Nanker (2007) financial

issues were of the most important factors affecting mother students’

abilities to complete their educations successfully.

Experiencing Physical and Mental Strain

Not everyone can perform one role very well, how much more to

those student mothers who have two different roles. Several participants

shared that they have endured physical and mental strain for them to

perform their roles well.

Student mothers experienced stress and mental strains regarding

academic goals and aspirations. In the study of Brown and Watson (2010)

that explored the experiences of female PhD students in England,

 70

determined that being a mother had a great influence on education at the

Ph.D. level. Also, the creation of a balance between domestic and academic

life was a source of stress (Brown & Watson, 2010).

The feeling of stress in academic situations causes psychological

problems in students and may negatively impact their well-being and

personal learning (Hjeltnes, Binder, Moltu, &Dundas, 2015).

Having Multiple Responsibilities

Various participants expressed that having multiple responsibilities

are hard for them balance its roles. There are things to be considered first

as they make decisions.

Student mothers are a distinct group and should be recognised and

responded to accordingly by higher education providers. Treating these

students in the same way as a traditional 18 year-old undergraduate is

inappropriate (Walkup, 2005), since this cohort of students has specific

needs and multiple responsibilities in addition to their role as a student. It

is therefore important to research and understand their experiences.

The largest cluster, the Role Overload group, left their studies as a

result of the combined demands of family and work responsibilities.

Women in this group left because of increased responsibilities, such as

having a new baby, caring for sick family members, or because of

 71

expansion to the family business, or changes to her own or her partner’s

employment (Bosch, 2013).

Coping with the Problems Encountered of Being a Student Mother

Coping up lived experiences for student mothers is a tough job.

There are instances that problems occur due to different reasons. Thus,

student mothers need to establish different ways on how to cope with

those problems.

Under the second question on how the student mothers cope with

the problems, the following themes emerged: being optimistic, having

familial support and being dedicated and determined.

Being Optimistic

Every participant emphasized that optimism plays a vital role in

their situation. Being optimistic makes one sees positivity despite of what

situation they are in. It contributes in a way that it will enable them to stay

positive and brave enough to overcome challenges in life.

Kochanska, Aksan, Penney, and Boldt(2007) found that optimistic

parents remained warm and affectionate toward their children despite

experiencing high demographic risks, whereas demographic risk

decreased positive parenting for those with lower levels of optimism.

 72

Research shows that individuals who are high in optimism enjoy

better physical health, increased longevity, higher levels of emotional well-

being, more positive social relationships, and improved capacity to cope

with a broad range of stressful situations (Assad, Donnellan, & Conger,

2007).

Having Familial Support

All of the participants confirmed that having support from family

can lessen the burden that student mothers have in their shoulders. With

the support given by their family, they are able to perform their roles than

those having no support from others.

In a study by Naomee (2013) it reports the responding families;

other members included grandparents, siblings, uncle and aunt. Their

roles actually differed depending on their age, relationship and profession.

Those who were students, didn’t get enough time with the children; thus

whenever they got time they usually played or spend leisure time with the

children. Sometimes they also tried to teach different things to the

children. The grandparents on the other hand, mostly taught manners and

values to the children.

The result have reflected a developmental sequence, such that

family support processes enable the child to establish a better academic

 73

status and positive self concept which then contribute to the maturation of

his/her personality and career (Chohan and Khan, 2010).

Being Dedicated and Determined

Some participants declared that with the driving force of dedication

and determinacy they can achieve their goal not only for themselves but

also for the goodness of their children’s future.

I believe hard work and determination brings success. In my

opinion hardworking means to strive and to ignore anything or anyone

that can be a distraction. I know through determination hard work can be

established. If you are determined to become successful, hard work

wouldn’t be something that you will avoid. Instead, because of your

determination hard work will be something you would love to do in order

to reach your goal Princess Anne, Maryland (2013).

You have already picked out your goal and why you want it and

now you are dedicated to getting it done. Now that you have created two

mental tools that assist you in your efforts to reach your goal, the final tool

should appear after reinvesting determination and dedication into your

success formula.

The Insights of Teenage mother as a student

 74

The student mothers shared their insights and realization on how to

cope up their experiences. Also, they give motivation to other student

mothers on what to do to overcome their lived experiences. In addition,

they give advices to the regular students as to what they have learned in

their situation.

Under the third question on the insights learned by the student

mothers as they have gone through their problems, the following themes

emerged: instilling value of education, being courageous, maintaining

quality services, being a government scholar and fulfilling parental

dreams.

Instilling Value of Education

All participants affirmed that we must see the importance of

education as it helps us in our development rather than entertaining

unnecessary things. It is for us to have a brighter future career and be able

to enjoy opportunities that may come our ways.

Borkar (2013) Education forms the basis of any society. It is

responsible for the economic, social, and political growth and

development of society in general. Education imparts knowledge, whereby

making discoveries and implementing them for the betterment of the

society becomes possible. The thread of the growth of society depends

 75

upon the quality of education that is being imparted. The better the

quality, the better people can learn and utilize that education to make

reforms that lead to research and development

Education should empower them to take decisions and make

choices - each time preferring right to wrong. Education should give them

the strength to accept the mistakes made, mend them and most

importantly - learn from them. Education should give them the courage to

rise after every fall and turn every failure into a success, Oak (2018).

Being Courageous

Most of the participants showed their courage as they fight the

battles of being a mother and a student at the same time. By having the

courage, they had overcome through every challenge that came their way.

Despite inequalities and oppression that women face in their daily

lives, it takes courage, determination, self-respect and value to overcome it

all (Lav, 2017).

We need to be courageous on a daily basis to lead our children.

Courage to keep moving forward; to keep believing; to keep guiding our

children (Collins, 2019).

Maintaining Quality Services

 76

Some participants expressed their hopes from the school

administration to continue its improvement as they maintain the quality

services that they have offered to the students at school. With the quality

services, it stronger that binds between the school administration and the

loyalty of students in the school.

Private universities need to know what to do to in order to satisfy

their students because satisfied students can recommend their friends and

relatives to join these institutions in future. Service quality is one of the

factors that can lead to customer satisfaction and loyalty (Kasper,

Helsdingen, and Gabbott, 2006).

Mabinda (2012) on audit quality and customer satisfaction found

that firm image, price and empathy had an effect on customer satisfaction.

This study is relevant because it deals with the service quality in higher

education, as there are not many studies that have been carried out in this

area.

Being a Government Scholar

Most of the participants expressed that scholarships provide an

opportunity for many people to earn an education. Without assistance

from an outside source, students may have trouble paying for the degree
 77

they need in order to enter the workforce and become a contributing

member of society.

The cost of attending college may seem daunting, but that's exactly

why finding, applying for, and receiving scholarships are essential to

ensure that you won't struggle to make huge student loan payments upon

graduation. Scholarships are no longer just a bonus. They're crucial for

bridging the gap between the increasing cost of tuition and what you and

your family can afford to pay out of pocket, Scholarship American (2011).

The finding that high test-scorers are receiving merit-based

scholarships were more likely to succeed than those not receiving aid may

reflect that scholarship recipients are more highly motivated and therefore

more likely to succeed. Those receiving scholarship dollars may also feel a

heightened commitment to the school if they choose it based on the “best

deal” offered (Ganem and Manasse, 2011).

Fulfilling Parental Dreams

Several participants asserted that their parents had doted on them to

finish their study but was disappointed as they get pregnant early. That is

why student mothers are doing their best to succeed in life and make their
 78

parents happy as they fulfil the dreams of their parents as a payback for

the support and sacrifices that their parents have done.

As cited by Bushman, Brummelman, de Castro, Overbeek, Slagtand

Thomaes,(2013), symbolic self-completion theory suggests that people feel

successful especially when their symbols of success (in this case, their

children’s successes) are noticed by others .This suggests that parents

might sometimes feel inclined to showcase their children’s

accomplishments to the outside world, in an attempt to bolster their own

feelings of success.

Pappas (2013) cited that parents are more likely to hope that their

child fulfils their own broken dreams when they see their kid as part of

themselves. New research finds that, consistent with what kids may

believe, parents really do hope to live out unfulfilled ambitions through

their children.

Implication for Practice

This study provided additional research to the lived experiences of

teenage mother as a student. Also, this study may serve as a basis for the

institutions who would like to support and motivate student mothers. This
 79

may also serve as a reminder of what are the factors that discouraged

student mothers to pursue higher education.

Moreover, the findings of the study serve as an eye opener and basis

for Government to address this problem and provide support for the

student mothers.

Also, this study helps the teacher realize how important their role in

school and give consideration for student mothers as they will understand

the struggles of teenage mothers at school.

Lastly, school administration must not be contented. They should

always support and motivate teenage mothers to strive hard and be

globally competitive. By giving them quality service, it makes teenage

mothers stand their loyalty to the institution.

Recommendation for Further Research

This study focuses solely on the lived experiences of the teenage

mother as a student. Thus, conducting a study that focuses on the insights

of regular students toward teenage mothers would be an interesting topic.

 80

Since, it will allow an opportunity to compare the insights between

teenage mothers and the regular students. In addition, it will also bridge

the gap between the teenage mothers and regular students as it will widen

their understanding with one another.

Also, conducting a quantitative study that focuses on the lived

experiences of teenage mother as a student would be fascinating. Since this

would allow a comparison between the qualitative and quantitative

studies on this subject.

Lastly, this study was conducted among Bachelor of Secondary

Education students. It would be interesting and fascinating if it would be

repeated to other department to know and compare the lived experiences

of teenage mother as a student which will be moderated by course.

Concluding Remarks

In conclusion, the ‘’essence” of what teenage mothers experienced

as they strive hard to finish their study, struggles, challenges and

dilemmas, but received a lot of support and ultimately overcome their

 81

struggles because of the support coming from family, institution and

government. Educators are interested in reducing the dropout rate among

teenage mothers can learn these findings.

Familial support is a great help for the student mothers as they

partake some of their responsibilities and lessen their burden. With this

kind of support, the student mothers are able to well-perform their roles.

School must provide greater support to teenage mothers. The school

must provide teen parenting program/classes that provide childcare

assistance and that extend through college. In addition, the school

administration must maintain the quality service and continue to motivate

the teenage mothers to continue in striving hard to become a globally

competitive individual.

The teacher must provide consideration for teenage mothers and

respect the differences among the each student’s situation. Teachers must

continue to motivate them because teachers are part of the student’s

development, mentally and emotionally.

Regular students must support the teenage mothers to lessen the

burden in their shoulder. Giving them motivation and acceptance is

already a big help as they fight against the battles and challenges that they

are facing.
 82

Government must continue providing scholarship for the students.

With that scholarship, the financial burden of the students will be lessened

and minimized.