Content uploaded by Randy A. Tudy
Author content
All content in this area was uploaded by Randy A. Tudy on Nov 07, 2023
Content may be subject to copyright.
955
Jurnal Pendidikan Progresif
e-ISSN: 2550-1313 | p-ISSN: 2087-9849
http://jurnal.fkip.unila.ac.id/index.php/jpp/
Vol. 13, No. 3, pp. 955-970, 2023 DOI: 10.23960/jpp.v13.i3.202304
Continuing Education for Pregnant High School Students through
Knowledge-Bridging using Self-Giving Modules
Randy Ale Tudy & John Millan
Department of Education, University of Southeastern Philippines, Philippines
*Corresponding email: randytudy@gmail.com
To cite this article:
Tudy, R. A, & Millan, J. (2023). Continuing Education for Pregnant High School Students through
Knowledge-Bridging Using Self-Giving Modules (KBSM). Jurnal Pendidikan Progresif, 13(2), 955-
970. doi: 10.23960/jpp.v13.i3.202304.
Abstract: Continuing Education for Pregnant High School Students through Knowledge-
Bridging using Self-Giving Modules. Objectives: This action research aims to determine if the
Knowledge-Bridging using Self-Giving Modules (KBSM) helps pregnant students continue schooling.
Methods: This action research employed a phenomenological qualitative inquiry. Using validated
interview guide questionnaires, nine participants, composed of parenting students, advisers, guidance
counselors, and administrators, participated in the Key Informant Interviews (KII). Data were analyzed
using thematic analysis. Findings: Results showed ten identified pregnant students finished the school
year. The participants affirmed the effectiveness of KBSM saying that the modules allowed them to
continue their education and increased their determination to succeed. Moreover, the findings revealed
two essential points. First, the KBSM was instrumental in protecting pregnant students. Second, there
is a need to institutionalize the program because it just started as an initiative of a values subject
teacher. Conclusion: Hence, the KBSM was able to help pregnant students continue their studies
while handling pregnancy and taking care of their baby.
Keywords: education, teenage pregnancy, high school students, action research, Philippines.
Abstrak: Pendidikan Berkelanjutan bagi Siswa SMA yang Hamil melalui Penjembatan
Pengetahuan dengan Modul Self-Giving. Tujuan: Penelitian tindakan ini bertujuan untuk
mengetahui apakah Knowledge-Bridging menggunakan Modul Pemberian Diri (KBSM) membantu
siswa hamil untuk melanjutkan sekolah. Metode: Penelitian tindakan ini menggunakan pendekatan
kualitatif fenomenologis. Dengan menggunakan kuesioner panduan wawancara yang telah divalidasi,
sembilan peserta, yang terdiri dari siswa parenting, pembimbing, konselor, dan administrator,
berpartisipasi dalam Wawancara Informan Kunci (KII). Data dianalisis dengan menggunakan analisis
tematik. Temuan: Hasil menunjukkan sepuluh siswa hamil yang teridentifikasi menyelesaikan tahun
ajaran. Para peserta menegaskan keefektifan KBSM dengan mengatakan bahwa modul-modul tersebut
memungkinkan mereka untuk melanjutkan pendidikan dan meningkatkan tekad mereka untuk sukses.
Selain itu, temuan ini mengungkapkan dua poin penting. Pertama, KBSM berperan dalam melindungi
pelajar yang hamil. Kedua, perlunya pelembagaan program karena program ini berawal dari inisiatif
guru mata pelajaran nilai. Kesimpulan: Oleh karena itu, KBSM mampu membantu pelajar hamil
untuk melanjutkan studinya sambil menangani kehamilan dan merawat bayinya.
Kata kunci: pendidikan, kehamilan remaja, siswa SMA, penelitian tindakan, Filipina.
Received: 11 July 2023 Accepted: 25 August 2023 Published: 26 October 2023
956 Jurnal Pendidikan Progresif, Vol. 13, No. 3, pp. 955-970, December 2023
INTRODUCTION
Teenage pregnancy is one of the most
alarming concerns worldwide, in both developed
and developing countries. According to the World
Health Organization (WHO) report, there are
about 21 million women ages 15 to 19 years old
give birth in low- and middle-income countries
(LMICs) (WHO, 2022). South-East Asia
accounts for 35 per 1,000 girls, while South-East
Asia is 47 per 1,000 girls. Specifically, there are
24 babies born every four hours by teenage
mothers in the Philippines (UNICEF, 2018). In
another 2018 report by the United Nations Fund
for Population Activities (UNFPA), the Philippines
ranked fourth (48 per 1,000 births), with Lao
PDR (94) as the highest, followed by Cambodia
(57), Thailand (50), and Indonesia (48), which
ranked fifth (UNFPA, 2018).
There have been numerous attempts to
address this problem. The World Health
Organization, the United Nations, and other
cause-oriented groups implemented programs to
reduce teenage pregnancy. Despite so many
initiatives, such as sex education (Bordogna et
al., 2023; Mbizvo et al., 2023), teenage
pregnancy continues to remain an alarming
concern anywhere in the globe. Indeed, the more
significant challenge for schools is appropriately
responding to this concern. This action research
focused on how our school addresses this
problem with a specific strategy.
This action research was implemented in
our school, one of the public schools in the
Philippines. With a population of 8,557, we have
had an average of eight (8) high school students
get pregnant every year since 2010. The highest
was in the school year 2016-2017, with ten (10)
cases reported. We believe there were other
cases not reported. Also, since 2010, we have
had an average of five (5) pregnant students drop
out of school. The school considered this
phenomenon a big concern. Because these girls
need the necessary support, the school offered
the Knowledge-Bridging by Self-Giving Modules
(KBSM) to let them continue studying even if they
did not have to attend regular classes. The
implementation of KBSM happened before the
onslaught of the COVID-19 pandemic when
distance learning was the best option for schools.
As part of the KBSM, we allowed those
identified and reported pregnant students to catch
up with lessons conducted in regular classes. This
study aimed to determine if KBSM was effective
in helping pregnant students continue their studies
despite their difficult situation. This study would
provide scientific evidence of the effectiveness of
this strategy, which could be replicated in other
high schools in the Philippines.
REVIEW OF RELATED LITERATURE
Several studies identified the different
factors that contribute to the phenomenon of
teenage pregnancy. The effects, both for mother
and child, such as physical and psychological, had
also been well-documented. The World Health
Organization and other cause-oriented groups
implemented different programs to address this
phenomenon. We provide a review of some of
the common factors, effects, and interventions that
affect teenage pregnancy.
Factors and Consequences of Teenage
Pregnancy
Teenage pregnancy is a social concern that
pierces the fabric of society. With technological
advancement and the influence of the media, we
see a problem affecting most young people,
particularly students. The increase in teenage
pregnancy could be attributed to many factors,
such as early sex (Phiri et al., 2023), lack of
education (Anayochukwu, 2022; Asmamaw et
al., 2023; Bitew et al., 2023), economic factors
(Boateng et al., 2023; Del Mastro, 2023), and a
lack of knowledge about contraceptives
(Asmamaw et al., 2023; Moshi & Tilisho, 2023;
Mukanga et al., 2023). Due to the lack of
957
Tudy & Millan, Continuing Education for Pregnant High School Students...
education, several researchers found the
vulnerability of teenagers to getting pregnant,
coupled with their lack of awareness of
contraceptives, which all the more facilitated the
increase in likelihood. Unfortunately, those in the
lower incoming brackets are also susceptible to
teenage pregnancy, again citing other factors
contributing to such a phenomenon. Hence,
teenagers, especially high school students, need
much support and education to understand their
vulnerability and likelihood of getting pregnant.
For those who are already pregnant, they
have to deal with many factors. The effects of
teenage pregnancy may vary, but several studies
pointed out the most common ones. For example,
pregnant teenagers suffer from physical health
complications (Eliner et al., 2022; Naik et al.,
2022). The changes in their system and the
capacity of their young bodies to absorb such a
responsibility can take a huge impact on their
physical health, even deaths of their own child
(Woodall et al., 2023). In addition, when they
become mothers, they have to deal with their
mental health struggles (Jia et al., 2023; Mabila
et al., 2023), including depression and suicidal
tendencies (Ajayi et al., 2023; Webb et al.,
2023). In short, pregnant teenagers and teenage
mothers have to face several consequences
relative to their situation.
As teachers, we are more worried about
the effects of teenage pregnancy on the education
of these young girls. Studies showed the tendency
for pregnant teens to leave school (Groves et al.,
2022; Morgan et al., 2022; Stroble, 2023). It is
the reality in schools, which calls for immediate
response or intervention. Based on the studies
mentioned above, the problem of teenage
pregnancy puts these young girls at a significant
disadvantage. For those in the academe, this
problem poses a more significant challenge and
requires an immediate response from all
stakeholders. The future of these teens highly
depends on their education. If not given proper
guidance and support, they may contribute to
other problems that society may have to face in
the future.
Interventions in Addressing the Problem of
Teenage Pregnancy
Since teenage pregnancy has been well
documented, there have been attempts to
address this problem. The World Health
Organization and the United Nations have several
policies and programs addressing this concern.
Moreover, the contributions of different
stakeholders are crucial in helping pregnant and
parenting students. For example, the UNFPA-
UNICEF program has shown positive outcomes
in different countries (Trisnani & Badruzaman,
2023). Some of the most notable interventions
are sex education (Bordogna et al., 2023; Brown
et al., 2023), the implementation of policies
(Komai, 2023; Zori et al., 2023), and the use of
contraceptives (Barral et al., 2023; Chola et al.,
2023). The success of any intervention relies on
the collaboration of stakeholders. In this action
research, we involved the school administrators,
advisers, teachers, parents and the students
themselves to help us understand how the school’s
intervention is helping the pregnant students.
These stakeholders were also directly or indirectly
involved in the intervention.
Aside from those who were already
pregnant, there had also been initiatives aimed at
helping these girls at the school level. Other
interventions are mostly classroom-based
behavioral interventions (Sarnquist et al., 2017).
However, when these programs failed to address
the problem, schools were expected to provide
appropriate interventions for those who were
already pregnant. In this study, we looked at how
was the provision of modules helped pregnant
students continue studying even if they stayed at
home. Specifically, our school’s strategy was the
implementation of Knowledge-Bridging using
Self-Giving Modules (KBSM).
958 Jurnal Pendidikan Progresif, Vol. 13, No. 3, pp. 955-970, December 2023
Knowledge-Bridging Using Self-Giving
Modules (KBSM)
The KSBM came into existence out of the
need to help pregnant high school students pursue
their studies despite their condition. With the help
and commitment of teachers and advisers who
showed concern and support for pregnant
students, the KBSM was born. KBSM is an
alternative delivery of instruction wherein pregnant
students could receive modules from the
Alternative Delivery Mode (ADM) or modules
tailored explicitly by teachers to fit their needs.
First, teachers prepared the modules. Second,
advisers collected the modules from the teachers.
Third, advisers gave the modules to the pregnant
students through their parents, guardians,
relatives, classmates, or schoolmates who are
their neighbors. The modules were given every
Monday and returned every Friday. Fourth, the
students read and studied the modules and
answered the activities. Just like regular students,
advisers followed up on their progress. We also
made our follow-ups as initiators of the program.
Fifth, the students took the examination at home
the teachers gave.
Implementing the KBSM is an important
area for reflection, especially since this was the
first year of implementation. Hence, we
approached the implementation of this project
through action research, wherein we did action
and research simultaneously. We adhered to
Reason and Bradbury (2008), who pointed out
that action research is a process of action and
reflection, theory and practice, with the
participation of stakeholders, to find practical
solutions to pressing problems. As educators, we
were aware of the broader implications of this
study. It was not just academic, but it also dealt
with societal problems. Action research was fitting
for this study because we responded to the
problem existing in our school by offering a
specific strategy. The main purpose of this action
research is to determine if the Knowledge-
Bridging by Self-Giving Modules (KBSM) is
effective in helping pregnant high school students
continue their studies even without attending
regular classes in school.
Research Questions
1. How effective is Knowledge-Bridging by Self-
Giving Modules (KBSM) in helping pregnant
high school students at a public school in the
Philippines continue their studies without
attending regular classes?
2. What are the insights of the participants on
the implementation of the KBSM?
METHODS
Research Design
This is action research applying qualitative
techni ques. Specifically, it employed a
phenomenological qualitative design wherein the
focus is on the experience of the participants in
relation to the implementation of KBSM. Their
experience as beneficiaries (pregnant or parenting
students) and implementers is crucial in evaluating
the effectiveness of KBSM. Qualitative inquiry
is the best option for evaluating this kind of action
research as it is only through the experience that
the actual phenomenon is known.
Action research is a scientific activity of
investigating educational practices to improve or
change future practices (Campbell & McNamara,
2010). Most authors attribute the origin of the
term action research to Kurt Lewin, although
other authors like McTaggart (2006) recognize
another researcher’s earlier works as the original
source. Moreover, Kemmis and McTaggart
(1988) defined action research as a “form of
collective self-reflective inquiry undertaken by
participants in social situations in order to
improve the rationality and justice of their own
social or educational practices, as well as their
understanding of these practices and the situations
in which these practices are carried out (p. 1).”
Furthermore, understanding a specific issue
959
Tudy & Millan, Continuing Education for Pregnant High School Students...
prompted researchers to reach the crucial moment
in the cycle of action research (Kemmis, 2010).
In the field of education, Kayaoglu (2015)
identified the works of Stephen Corey (1953),
Lawrence Stenhouse (1975), Carr and Kemmis
(1986), and John Elliott (1991) as the most
noticeable ones. These researchers became
instrumental in helping shape the practice of
researching to improve educational practices. In
this study, we sought to understand how
effective the implementation of KBSM is
in addressing the concerns of pregnant
students in one of the public schools in the
Philippines.
Consistent with the nature of action
research, we also followed the spiral movement
of Kemmis and McTaggart (1990), which
consisted of planning, acting, observing, reflecting,
and re-planning. First, we conceptualized the
KBSM and then presented it to our department
head, some teachers, and guidance counselors.
Second, we implemented the KBSM by
distributing the modules to the identified pregnant
students. Third, we observed how the modules
were helping the students and how the mechanism
we installed allowed them to continue studying.
Then, we reflected on the initial outcomes and
our observations. Finally, we made some
adjustments based on our observation and
reflection to improve the KBSM, which eventually
resulted in the creation of the Save Pregnant
Students Program (SPSP).
Table 1. Demographic profile of the participants of the study
Participant Status Sex
Student 1
Grade 8 Student
Female
Student 2
Grade 9 Student
Female
Student 3
Grade 9 Student
Female
Adviser 1
Adviser
Male
Adviser 2
Adviser
Female
Guidance Counselor 1
Head Guidance
Female
Guidance Counselor 2
Guidance Counselor
Female
School Administrator1
Administrative Officer IV
Male
School
Administrator 2
Principal IV
Male
Sampling
We used purposive sampling because of
the nature of this study. According to Creswell
(2009), this technique is used by researchers to
ascertain the selection of informants who can give
the right information about the phenomenon being
studied. We purposely chose the advisers,
guidance counselors, school administrators, and
the concerned students who were recipients of
the KBSM. Nine participants were involved in
the key informant interviews as shwn in Table 1.
Data Collection
Aside from monitoring the progress of the
pregnant high school students, we specifically
asked them and other school personnel about the
effectiveness of KBSM. After the school year
ended, we conducted several interviews. We used
the Key Informant Interview (KII) technique with
interview guide questions. The use of this
technique was appropriate because of the
sensitivity of the topic. Also, the chosen informants
were the beneficiaries and implementers of the
program. As Kumar (1989) highlighted, this
technique is more appropriate when the informants
are knowledgeable and can provide factual data
drawn from other sources. In this case, we
interviewed the concerned students.
We conceptualized the action research
project with the help of the guidance office,
960 Jurnal Pendidikan Progresif, Vol. 13, No. 3, pp. 955-970, December 2023
presented it to the department head, secured the
necessary permission, and continued with the data
gathering. For data gathering, we asked
permission from the chosen school personnel,
concerned students, and their parents or
guardians. Before the interview, we asked them
to sign the informed consent. After the interviews,
we transcribed, analyzed, and interpreted the
recorded data. Before submitting the final output
to the Department of Education, we subjected
our output to peer review.
To ensure the quality and reliability of data,
we did not only collect information from the
parenting students. As a form of triangulation,
we included the implementers of the program such
as the advisers, guidance counselors, and school
administrators.
Data Analysis
After the school year, we monitored the
beneficiaries by coordinating with the advisers and
guidance counselors about their progress, whether
they completed or dropped out of school. For
the data from the interview, we analyzed these
using a qualitative technique. We employed
thematic analysis. We followed the method
suggested by Colaizzi (1978) and simplified or
enhanced by the techniques of Anderson and
Spencer (2002) and Tudy and Gauran-Tudy
(2020). First, we read the transcribed responses
of the participants several times. We selected the
significant statements and then formulated their
meanings. Out of the formulated meanings, we
identified recurring themes. The recurring themes
are our final themes which describe the
phenomenon on the effectiveness of the KBSM
as told by the participants of the study.
Ethical Issues
We carefully upheld confidentiality to
protect our participants, who were minors. First,
we secured consent from the parents or guardians
and assent from the student participants. For the
school personnel, we followed the informed
consent protocol. We had them sign the informed
consent form before conducting the interviews.
As to confidentiality and anonymity, we did not
reveal the names of our participants and kept the
raw data secured. The interviews with the
students were done at the school’s guidance office
to ensure confidentiality. It was also a place where
the students felt comfortable, as suggested by the
help of the school counselors. We told that they
are free to answer or not all our questions, and if
they felt the need to stop the interview, they may
do so.
RESULTS AND DISCUSSION
The focus of this study is to determine if the
intervention, specifically the giving of modules to
pregnant students, was effective in helping
pregnant students continue their studies even
without reporting to school. The intervention was
given before the onslaught of the COVID-19
Pandemic happened. Before this action research,
the use of the modules for pregnant students was
not widespread then, particularly in our school.
As a result, the ten identified pregnant students
finished their schooling for the school year 2016-
2017. Moreover, we conducted interviews to get
feedback on the effectiveness of KBSM.
The Effectiveness of Knowledge-Bridging by
Self-Giving Modules (KBSM) in helping
pregnant high school students
We interviewed the parenting students,
advisers, guidance counselors, and a school
administrator to deepen our inquiry. We called
them parenting students because they delivered
the baby before the interviews. After the
interviews, we analyzed the data and identified
two emerging themes: continuous education and
increased determination.
Continuous Education
First and foremost, the student participants
were all in unison in saying the modules helped
them finish their schooling, at least when they
961
Tudy & Millan, Continuing Education for Pregnant High School Students...
were pregnant and decided to stay at home. They
were all in agreement that their situation was
complicated and their education was greatly
affected. Although they were already pregnant,
they had a big desire to continue their studies.
The modules helped them continue learning,
meaning they could cope with the lessons, like
their classmates, despite not joining the regular
classes. According to the student participants, the
modules were instrumental because they could
continue even if they were not joining the regular
classes. It was difficult on their part not to attend
regular classes because, for sure, they would be
lagging compared to their classmates, but the
modules were valuable materials that helped them
cope with the demands of the school. One of the
student participants said:
“Since I was not anymore with the
regular class, I continued my studies at home
using the modules. Even being pregnant, the
modules were very helpful (Student 2 or
S2).”
The teachers and school administrators
shared the same responses. In the past, there were
already modules designed by the Department of
Education (DepEd) to help those students who
could not cope with the demands of regular
classes. Some of these were used in the KBSM
program, while the teachers wrote new ones to
tailor to the needs of pregnant students. According
to one administrator, the KBSM is designed to
help students continue their studies even if they
are pregnant and cannot attend regular classes.
He even emphasized it this way:
“The modules help pregnant students.
The school’s concern is the continuity of formal
education regardless of circumstances.
Pregnancy is one circumstance that the school
must look into to sustain the mandate of the
Department of Education (Administrator 1 or
ADM1).”
The advisers echoed the same views
because they observed how these learning
materials helped the students under their care who
got pregnant. According to them, they considered
the modules very helpful for pregnant students to
pass the subjects, knowing that they would indeed
have difficulty catching up, especially if they are
not regular school attendees. One of the advisers
put her observation on the implementation of
KBSM this way:
“Learning will not stop, and she will be
able to learn more about coping with the
problem and gain more confidence that, even
though she is already pregnant, she can still
continue learning. Hence, learning is not
hindered (Adviser 1 or ADV1).”
The participants also quickly identified that
the KBSM was appropriate for pregnant
students. The student participants argued that
these modules fit their situation. With all the
struggles they had to go through, they considered
the modules as the right tools or materials for them
to continue studying. One student who already
gave birth to her baby shared her appreciation of
the modules. The student participants recognized
it was too much to go to school, given their
situation. They said it was physically tiring on their
part. One of them shared:
“I had difficulty going to school. No one
will take care of the baby. I breastfed my baby.
It is not easy to study every day. Because I
was pregnant, I was ashamed to go to school
(S2).”
The guidance counselors, teachers, and
advisers agreed on the fitness of using these
modules for pregnant students. Although there
were modules from the Alternative Delivery
Mode (ADM) Program of the Department of
Education, especially for Mathematics and
Filipino subjects, there were other modules solely
tailored to the needs of pregnant students. The
teachers made these available to pregnant
students. Using these modules was very effective.
After all, the pregnant students preferred to stay
out of the school premises. One of the guidance
counselors shared her observation on using the
modules.
962 Jurnal Pendidikan Progresif, Vol. 13, No. 3, pp. 955-970, December 2023
“Actually, the modules were made as an
intervention, not for informal students not
reporting to the school campus. However, we
decided to use these modules because they are
appropriate for pregnant students. We gave
the privilege on the case of pregnant students
because they were victims. They were in a
situation which needed help although it was
not compulsory on our part (Guidance
Counselor 1 or GC1).”
Hence, from the responses of the students,
advisers, guidance counselors, and school
administrators, the KBSM allowed pregnant
students to continue their studies. In particular,
the modules fit pregnant students’ needs and
helped them pass their subjects even if they were
not attending regular classes.
The case of pregnant students, particularly
in the context of Philippine culture, was never
easy. These students had to face the stigma and
pressures from society and, unfortunately, even
from the school community. The KBSM was a
saving grace for them to achieve their dreams of
continuing their schooling. With the use of the
modules, the pregnant students were able to catch
up with the lessons discussed in regular classes.
The use of modules for distance learning has been
proven effective during the COVID-19
pandemic, like the use of printed self-learning
modules (PSLMs) for Students-at-Risk-of-
Dropping-Out (SARDOs) (Ecang & Petalla,
2022). In the Philippines, some schools have to
provide printed modules for students without
internet access. These modules were considered
very helpful and effective in delivering lessons to
public school students (Talimodao & Madrigal,
2021). On the part of the study participants,
particularly the pregnant students, the KBSM
provided them the opportunity to continue their
studies at home using the modules while their
classmates were in school since these scenarios
happened before the COVID-19 pandemic.
Increased Determination
The students considered the modules
instrumental in strengthening their determination
to finish their schooling, more than just continuing
the school year when they got pregnant. They
knew how important education was. The three
student participants said they were determined
to finish their studies. They needed to work hard
in order to pass the subjects. One student-
participant shared how determined she was to
continue her studies with the help of the modules.
She said:
“It is self-determination. You have to
work hard to pass so as not to waste one’s
efforts. You study hard for one’s future(S1).”
De s p i t e the fears and diffi cul t ies
experienced by the student participants, the
KBSM gave them the courage to continue their
st ud i e s . At first, they sai d there were
discouragements and hopelessness. They thought
being pregnant ended their dream of finishing their
studies. The KBSM provided an opportunity for
them. One student even considered the program
as a window of hope. She shared:
“I was happy I became a mother even at
an early age. However, I had fears about how
to raise the child, but the modules gave me
hope (S3).”
The advisers, crucial to implementing
KBSM, were also inspired to help their pregnant
students. They were determined to provide the
necessary help, especially in collecting the
modules from the teachers and giving these to
them. It was part of the mechanism for the
program to succeed, and they contributed a lot
by doing their tasks. One of the advisers had this
to say:
“As a professional teacher, I really
appreciate the effort that other teachers make
who are extending their service to help her
(referring to a student under him) continue
963
Tudy & Millan, Continuing Education for Pregnant High School Students...
learning because it is not that easy to continue
learning while having a child or a baby. You
need to balance your time and need to be
positive. So, as an adviser, it motivates me
and other teachers to help her because I know
it is for her own growth (ADV1).”
In short, the KBSM program has given
opportunities for pregnant students to continue
their studies, and it also helps increase their
determination despite their difficult situation. With
the help of the teachers and advisers, they could
continue their studies using the modules given to
them.
Another significant contribution of the
KB S M was the stude nts’ in c reased
determination to succeed. There was a tendency
for high school students to lose hope of achieving
their educational dream, given their situation.
However, the KBSM ignited their desire to
pursue such a dream. It was proven through this
study that giving these students a window of
opportunity through the KBSM was a relief on
their part when placed in a difficult situation.
Indeed, with proper support and guidance,
pregnant and parenting adolescents are in the right
direction to continue their studies (Stroble, 2023).
In this study, we proved how KBSM was crucial
in helping pregnant students with the support of
other school stakeholders.
Being able to continue studying through the
KBSM intervention, the student participants were
more determined for a higher purpose. They now
carry an enormous responsibility, and finishing
school has become a two-fold vision for
themselves and their baby’s future (Ladekarl et
al., 2022; Reyes et al., 2022). Whether they are
aware or not of the consequences of being
pregnant at a young age (Eliner et al., 2022; Jia
et al., 2023; Mabila et al., 2023; Naik et al.,
2022), they have no way but to look at the
brighter side and work for the dreams and the
future of their child. With the KBSM, they could
set aside the negativity and focus on the brighter
side.
Lessons and insights on the implementation
of the KBSM
During the interviews, we asked the
participants about their insights on the program’s
implementation. As part of the action research
cycle, we would like to solicit the stakeholders’
ideas to help improve the program. We asked
fo r their sugges t i on s to improve the
implementation of the KBSM. Based on their
responses, two themes emerged. These were
protection and institutionalized program.
Protection
Aside from the contribution of these
modules to pregnant students in their continued
studies, the participants also pointed out how
these modules allowed them to be protected. The
student participants said that traveling to school
was difficult for many reasons. One of these was
the physical struggle. Moreover, aside from that,
they said that there was a tendency that they may
experience bulliying because of their situation.
Hence, one student participant commented:
“Sometimes, some students gossip about
why I got pregnant so early. I still continue
studying and disregard gossip from others
(S1).”
The teachers and guidance counselor
agreed with what the students said. They also
believed that the giving of modules protected the
students against bullying from other students and
probably from school personnel. The guidance
counselor shared that there were tendencies in
the past when pregnant students experienced
bullying by their peers and classmates. For them,
there was a strong possibility of bullying
experience for pregnant students. Thus, they
considered the modules a necessity. While
explaining her counseling role, one guidance
counselor considered the modules as a form of
protection for pregnant students. She said:
“We can find a deeper reason for their
situation if we interview them. We cannot be
narrow-minded. They need help. The modules
964 Jurnal Pendidikan Progresif, Vol. 13, No. 3, pp. 955-970, December 2023
are given for them not to be embarrassed
(GC2).”
Though the intention of the KBSM was to
help students continue their studies, it turned out
to be a way of protecting pregnant students from
shaming and bullying. In other words,
implementing the KBSM protected pregnant
students as a natural consequence of continuing
their studies in the comfort of their homes, away
from possible bullying from peers and classmates.
With the implementation of KBSM, two vital
insights were drawn. These were protection and
the need to institutionalize the program. The
student participants expressed their fears of being
bullied or subjected to gossip; hence, staying at
home while continuing their studies protected them
from the abovementioned concerns. In this sense,
the KBSM was an instrument of protection. It
was a positive consequence because they could
not attend regular classes. The need for protection
is something to be considered by the school (Jain
et al., 2023; Stroble, 2023), and we discuss this
in the study’s implication. Nevertheless, the
positive contributions of using KBSM were
concrete responses to protect students from the
psychological battle they had to endure. They
should be protected from the hurdles they have
to face. Without the school’s creative ways of
protecting them, like KBSM, these students
would have to face condemnation and hostility
within and outside the school. Thus, the KBSM
was a welcome note for them. In the comfort of
their homes, away from the glaring and judgmental
eyes of other students and school personnel, they
could continue their studies.
Institutionalized Program
On the part of the school personnel, they
believed KBSM was helpful for pregnant students.
However, they wanted to expand this program,
not only focusing on just giving modules but other
aspects to address the needs of the student.
According to them, the program must be
institutionalized or formally structured. Though
the guidance counselors were thankful for the
initiative of the values teacher taking charge of
the program, they would like the program to be
recognized and supported by the school. Once
the program is institutionalized, the school formally
recognizes it as part of the services for students,
and the implementation system is in place. In
short, there is an assurance of the support of the
administration and other stakeholders. A guidance
co u n s e l o r eve n emphasized t hat the
institutionalization of the KBSM would clarify the
roles of teachers. She singled out the importance
of the role of the in-charge and the teachers,
saying:
“It should be officially adopted and owned
by the school. The in-charge should be
recognized, and the teachers would undergo
orientation about this program,” a guidance
counselor shared (GC2).
Th e s e two themes serve as
recommendations to improve the program and
to make it more effective. Hence, the second
cycle of this action research would be an
enhanced program. Part of the re-planning would
involve other stakeholders to ensure that
institutionalizing the program gains their support
and that implementation would be smooth and
effective.
The study’s results, which fortunately
revealed positive outcomes, opened a broader
discussion by looking at other aspects besides
the KBSM. For example, there is a need to craft
national and school-wide policies institutionalizing
programs and services for pregnant and parenting
students. These policies are geared towards
reducing, if not eliminating, experiences of
depression and breaking the chains that led to
poverty. In other countries, particularly in the
United States of America, there was even a
proposal to include maternity leave for high school
students. Based on the result of the study, it would
be helpful if there was a clear-cut policy on
965
Tudy & Millan, Continuing Education for Pregnant High School Students...
dealing with pregnant or parenting students. The
lack of clear policy by the schools will make life
difficult for struggling pregnant students. In the
United States of America, a “Dear Colleague”
letter was issued by the Department of Education
Office for Civil Rights (OCR) clarifying the
inclusion of pregnant and parenting students in
the Title IX of the Education Amendments of 1972
(U.S. Department of Education Office for Civil
Rights, 2013). Title IX states that “no person,
based on sex, shall be “excluded from
participation in, be denied the benefits of, or be
subjected to discrimination under any education
program or activity receiving Federal financial
assistance” (20 U.S.C. §§1681, et seq.). Policy
intervention is a must. Furthermore, teachers’
support is crucial to supporting their determination
to succeed (Matlala et al., 2014). Thus, we
believe a more comprehensive program is needed
to maximize the help extended to pregnant and
parenting students. In this study, as expressed
by the school personnel, there is a need to
institutionalize the program. Hence, as a result of
this action research, the Save Pregnant Students
Program (SPSP) was born, which is being
implemented now in our school.
The Save Pregnant Students Program
(SPSP) was formalized through a school
principal’s memorandum. The objective of the
program, aside from providing academic support
to pregnant students, is to provide medical and
psychological assistance to pregnant students. If
the KBSM was a plain initiative from a values
education teacher, the first author, supported by
other school stakeholders with no clear
designation, this time, the principal assigned six
people to help run the program. Aside from those
assigned six people, the program included the
school nurse, school doctor, guidance counselors,
teachers, advisers, and a program in-charge
responsible for coordinating with the Department
of Social Welfare and Development (DSWD)
and Department of Health (DOH). The
implementation of the SPSP is the second cycle
of action research, which started from the KBSM
program.
This study aimed to validate a specific
strategy for helping pregnant students continue
their schooling even without going to school
regularly. As teachers, we felt the need to
contribute to the debate and discussion on
addressing the concerns of pregnant high school
students. We were worried, too, because there
is a tendency for pregnant students to quit school
(Groves et al., 2022; Morgan et al., 2022;
Stroble, 2023). Moreover, there were questions
about the readiness or capacities of schools to
provide the needed support for these young girls.
In this study, we provided evidence on how a
particular intervention was effective in helping the
pregnant students finish school, at least for the
school year they became pregnant, which was
also a period covered in this study. Based on the
responses and the academic outcome, the
concerned students finished the school year. Thus,
the intervention has been proven effective. To
have these ten (10) young girls able to complete
the school year was already a significant
achievement because, in the past many were not
able to succeed.
Limitation of the Study
Our study was limited to determining the
effectiveness of KBSM in helping pregnant
students finish their studies during the school year
2016-2017. It did not touch on other aspects or
factors that contribute to the success of these
students in continuing their studies. We were also
limited to interviewing only three willing students.
We knew the sensitivity of the cases and
respected the refusal of other students not to
participate in the formal interviews. Besides, we
found it challenging to trace them because
some were already in the senior high school
program and enrolled themselves in other
schools.
966 Jurnal Pendidikan Progresif, Vol. 13, No. 3, pp. 955-970, December 2023
Implication of the Study
We drew two important implications from
the results and insights on the implementation of
KBSM. First, the Save Pregnant Students
Program (SPSP) was created through a school
memorandum from the principal. The principal
assigned an office within the school solely for the
program. The SPSP is a comprehensive program
that already incorporates the previous KBSM
Program. More people are involved, such as the
school nurse, school doctor, parents, guidance
counselors, teachers, advisers, and a liaison to
government agencies like the Department of
Social Wor k and Devel opment and the
Department of Health. Each one has a specific
but complementary role in the program. As to
how effective this new program is, it is subject to
the next action research cycle. Second, the result
of the study provides the Department of
Education with solid information to look into the
success story of KBSM and monitor the progress
of the SPSP for a possible recommendation of
their application to other schools. The department
can also craft a policy or similar program which
offers guidance, assistance, and help to pregnant
students in all schools.
CONCLUSIONS
Based on the responses of the key
informants and the fact that all ten pregnant
students could finish the school year while
pregnant, the KBSM, which started as a simple
response to a need, was successfully implemented.
The KBSM was even more validated when the
COVID-19 pandemic happened since modules
became more practical, especially for areas where
the internet or online mode of delivery is not
feasible. The KBSM was able to help pregnant
students continue their schooling, even if they
were not attending regular classes inside the
classroom. Moreover, the KBSM has evolved
into a more effective program, the SPSP, for
which the next action research cycle begins. It
will be subjected to another inquiry to determine
its effectiveness as an offshoot of the KBSM.
REFERENCES
Ajayi, A. I., Chamdimba, E., Sawadogo, N.,
Gitahi, N., Tarnagda, A. M., Ilboudo, A.
K., ... & Kabiru, C. W. (2023). Socio-
ecological factors associated with probable
depression among pregnant and parenting
adolescent girls: findings from a cross-
sectional study in Burkina Faso and
Malawi. Reproductive Health, 20(1), 1-
13. https://doi.org/10.1186/s12978-023-
01588-x
Anayochukwu, G. I. (2022). Teenage pregnancy
and its consequences: Evidence from a
South-eastern rural community of Nigeria.
Journal of Social, Humanity, and
Education, 2(3), 245-267. https://doi.org/
10.35912/jshe.v2i3.977
Anderson, E.H. & Spencer, M.H. (2002).
Cognitive representation of AIDS: A
phenomenological study. Qualitative
Health Research, 12, 1338-1352. https:/
/doi.org/10.1177/1049732302238747.
Asmamaw, D. B., Tafere, T. Z., & Negash, W.
D. (2023). Preval ence of teenage
pregnancy and its associated factors in high
fertility sub-Saharan Africa countries: a
multilevel analysis. BMC Women’s
Health, 23(1), 1-10. https://doi.org/
10.1186/s12905-023-02169-7
Barral, R. L., Brindis, C. D., Hornberger, L.,
Trent, M., Sherman, A. K., Ramirez, M.,
... & Ramaswamy, M. (2023). The perfect
storm: perceptions of influencing adults
regarding latino teen pregnancy in rural
communities. Maternal and child health
journal, 27(4), 621-631. https://doi.org/
10.1007/s10995-023-03627-2
Bitew, D. A., Akalu, Y., Belsti, Y., Diress, M.,
Gela, Y. Y., Belay, D. G., ... & Getnet, M.
(2023). Predictors of underage pregnancy
967 Tudy & Millan, Continuing Education for Pregnant High School Students...
among women aged 15–19 in highly
prevalent regions of Ethiopia: a multilevel
analysis based on ED HS, 2016. Scientific
Reports, 13(1), 857. https://doi.org/
10.1038/s41598-023-27805-y
Boateng, A. A., Botchwey, C. O. A., Adatorvor,
B. A., Baidoo, M. A., Boakye, D. S., &
Boateng, R. (2023). A phenomenological
study on recurrent teenage pregnancies in
effutu municipality-Ghana. the experiences
of tee n a ge mothers. BMC Public
Health, 23(1), 1-10. https://doi.org/
10.1186/s12889-023-15074-3
Bordogna, A. L., Coyle, A. C., Nallamothu, R.,
Manko, A. L., & Yen, R. W. (2023).
Comprehensive sexuality education to
reduce pregnancy and STIs in adolescents
in the United States: A systematic review
and meta-analysis. American Journal of
Sexuality Education, 18(1), 39-83.
h t t p s : / / d o i . o r g / 1 0 . 1 0 8 0 /
15546128.2022.2080140
Brown, L. F., Canfield, C., Eitmann, L. P.,
Broussard, D. L., & Bardell, K. (2023).
Louisiana parents support sex education
for their children: results of a statewide
survey. American Journal of Sexuality
Education, 1-19. https://doi.org/10.1080/
15546128.2023.2179562
Campbell, A., and O. McNamara. 2010.
“Mapping the field of practitioner research,
inquiry and professional learning in
educational contexts.” In Action Research
in Education, edited by A. Campbell and
S. Groundwater-Smith, 21–36. Sage.
Carr, W., & Kemmis, S. (1986). Becoming
critical: education, knowledge and action
research. Falmer Press.
Chola, M., Hlongwana, K. W., & Ginindza, T.
G. (2023). Motivators and influencers of
adolescent girls’ decision making regarding
contraceptive use in four districts of
Zam bi a. International Jou rnal of
Environmental Research and Public
Health, 20(4), 3614. https://doi.org/
10.3390/ijerph20043614
Colaizzi, P.F. (1978). Psychological research as
the phenomenologist views it. In R. Valle
& M. King (Eds.), Existe nti al
Phenomenological Alternatives in
Psychology (pp . 48 - 7 1) . Oxford
University Press.
Corey, S. 1953. Action Research to Improve
School Practice. Teachers College,
Columbia University.
Creswell, J. (2009). Research design: qualitative,
qu anti t a ti v e, and mixed methods
approaches. Sage.
Del Mastro N, I. (2023). Adapting to poverty
and dealing with gender: a comparative
perspective on teenage pregnancy in the
Peruvian Amazon. Culture, Health &
Sexuality, 25(1), 33-47. https://doi.org/
10.1080/13691058.2021.2018499
Ecang, V. S. S., & Petalla, M. B. (2022). A
metamorphic experience of students-at-
risk-of-dropping-out in the printed modular
distance learning in time of covid-19
pandemic. Philippine Social Science
Journal, 5(1), 49-56. https://doi.org/
10.52006/main.v5i1.470
Eliner, Y., Gulersen, M., Kasar, A., Lenchner, E.,
Grünebaum, A., Chervenak, F. A., &
Bornstein, E. (2022). Maternal and
neonatal complications in teen pregnancies:
a comprehensive study of 661,062
pa t i e n t s . Journal of Adolescent
Health, 70(6), 922-927. https://doi.org/
10.1016/j.jadohealth.2021.12.014
Elliott, J. (1991). Action research for educational
change. Buckingham: Open University
Press.
Groves, A. K., Gebrekristos, L. T., McNaughton
Reyes, L., Moodley, D., Raziano, V., &
Maman, S. (2022). A mixed-methods
study of resilience and return to school
968 Jurnal Pendidikan Progresif, Vol. 13, No. 3, pp. 955-970, December 2023
among adolescent mothers in South
Africa. Global Public Health, 17(9),
2111-2124. https://doi.org/10.1080/
17441692.2021.1970208
Jain, K., Nikolajuk, K., Tully, J., Britten, J.,
DeClemente, T. K., & Johnson, A. K.
(2023). Title IX experiences of pregnant
and parenting youth in chicago: a qualitative
study. Journal of School Health. https://
doi.org/10.1111/josh.13272
Jia, L., Li, W., Liu, Y., & Wang, L. (2023).
Psychologic sequelae in early pregnancy
complications. International Journal of
Women’s Health, 51-57. https://doi.org/
10.2147/IJWH.S382677
Kayaoglu, M. (2015) Teacher researchers in
action research in a heavily centralized
education system, Educational Action
Research, 23:2, 140-161. https://doi.org/
10.1080/09650792.2014.997260
Kemmis, S. (2010).What is to be done? The
place of action research. Educational
Action Research, 18:4, 417-427. https://
d o i . o r g / 1 0 . 1 0 8 0 /
09650792.2010.524745
Kemmis, S. & McTaggart, R. (1990). The action
research planner. Deakin University Press.
Kemmis, S. & McTaggart, R. (1988). The
action research planner. 3rd ed. Deakin
University Press.
Komai, E. (2023). Constituting ‘problems’
through policies: A WPR approach of
policies governing teenage pregnancy in
France. Social Policy and Society, 22(2),
22 6 - 2 4 2 . ht t p s: / / d o i . o r g/10.1017/
S1474746421000373
Kumar, K. (1989). Conducting key informant
interview in developing countries. Agency for
International Development.
Ladekarl, M., de Wolff, M. G., Nøhr, E. A.,
Olsen, N. J., Specht, I. O., Heitmann, B.
L., & Brødsgaard, A. (2022). “ I would
never be able to forgive myself if it ended
up having consequences for the child”: A
qualitative study of perceptions of stress
and worries among healthy first-time
pregnant Danish women. Midwifery, 112,
10 342 1 . ht t ps: / / d o i . or g/10.1016/
j.midw.2022.103421
Lewin, K. (1946). Action research and minority
problems. Journal of Social Issues. 2 (4):
34–46. https://doi.org/10.1111/j.1540-
4560.1946.tb02295.x.
Mabila, L. N., Muthelo, L., Mbombi, M. O.,
Mphekgwana, P. M., Mashaba, R. G.,
Ntimana, C. B., ... & Maimela, E. (2023).
Mental health needs among pregnant and
parenting adolescent girls and young
women in South Africa: A scoping
review. African Journal of Reproductive
Health, 27(2), 101-129. https://doi.org/
10.29063/ajrh2023/v27i2.11
Mbizvo, M. T., Kasonda, K., Muntalima, N. C.,
Rosen, J. G., Inambwae, S., Namukonda,
E. S., ... & Kanga l e, C. (2023).
Comprehensive sexuality education linked
to sexual and reproductive health services
reduces early and unintended pregnancies
among in-school adolescent girls in
Zambia. BMC Public Health, 23(1), 1-
13. https://doi.org/10.1186/s12889-023-
15023-0
Matlala, S. F., Nolte, A. G. W., & Temane, M.
A. (2014). The need for a model to
facilitate health for pregnant learners
attending secondary schools in South
Africa. Mediterranean Journal of Social
Sciences, 5(25), 83. http://dx.doi.org/
10.5901/mjss.2014.v5n25p83
McTaggart, R. (2006). Participatory action
res earch: Issues in the o ry and
pr a cti ce. Educational Action
Research, 2(3), 313-337. https://doi.org/
10.1080/0965079940020302
Morgan, A. K., Agyemang, S., Dogbey, E.,
Arimiyaw, A. W., & Owusu, A. F. S.
969 Tudy & Millan, Continuing Education for Pregnant High School Students...
(2022). “We were girls but suddenly
became mothers”: Evaluating the effects of
teenage motherhood on girl’s educational
attainment in the Volta Region. Cogent
Social Sciences, 8(1), 2036312. https://
d o i . o r g / 1 0 . 1 0 8 0 /
23311886.2022.2036312
Moshi, F. V., & Tilisho, O. (2023). The magnitude
of teenage pregnancy and its associated
factors among teenagers in Dodoma
Tanzania: a community-based analytical
cross-sectional study. Reproductive
Health, 20(1), 28. https://do i.org/
10.1186/s12978-022-01554-z
Mukanga, B., Nkonde, H., & Daka, V. (2023).
Exploring the multilevel factors influencing
women’s choices and utilisation of family
planning services in Mufulira district,
Zam bi a: A socio-ec o l o gical
pe r s pec tive. Cogent Public
Health, 10(1), 2168589. https://doi.org/
10.1080/27707571.2023.2168589
Naik, R. R., Cacodkar, J., & Pednekar, G. N.
(2022). Effects of teenage pregnancy on
obstetric and perinatal outcomes at a
tertiary health institution in Goa. Journal
of South Asian Federation of Obstetrics
and Gynaecology, 13(6), 363-368. https:/
/www.jsafog.com/doi/JSAFOG/pdf/
10.5005/jp-journals-10006-1979
Phi ri , M. , Kasonde, M. E., Moyo , N. ,
Sikaluzwe, M., & Simona, S. (2023). A
multilevel analysis of trends and predictors
associated with teenage pregnancy in
Zambia (2001–2018). Reproductive
Health, 20(1), 1-13. https://doi.org/
10.1186/s12978-023-01567-2
Reason, P. & Bradbury, H. (2008). The SAGE
handbook of Action Research: Participative
inquiry and practice. SAGE Publications.
Reyes, M. R., Hangdaan, B. M., Sadang, K. M.
C., & Pasion, M. G. (2022). Start of a life
health risk, struggles and coping as
ex pe ri e nced teena ge
mothers. International Journal of Public
Health, 11(2), 479-489. https://doi.org/
10.11591/ijphs.v11i2.20955
Sarnquist, C., Sinclair, J., Omondi Mboya, B.,
Langat, N., Paiva, L., Halpern-Felsher, B.,
... & Baiocchi, M. T. (2017). Evidence that
classroom-based behavioral interventions
reduce pregnancy-related school dropout
among Nairobi adolescents. Health
Education & Behavior, 44(2), 297-303.
h t t p s : / / d o i . o r g / 1 0 . 1 1 7 7 /
1090198116657777
Stenhouse, L. 1975. An introduction to curriculum
research and development. Heinemann.
Stroble, C. M. (2023). Helping teen moms
graduate: strategies for families, schools,
and community organizations. Rowman &
Littlefield.
Talimodao, A. J. S., & Madrigal, D. V. (2021).
Printed modular distance learning in
Philippine public elementary schools in time
of CO V ID-19 pandemic: Quality,
implem en t a t i o n , and
challenges. Philippine Social Science
Journal, 4(3), 19-29. https://doi.org/
10.52006/main.v4i3.391
Trisnani, E., & Badruzaman, I. (2023). The roles
of unfpa-unicef in the case of child marriage
in Yemen 2016-2019. Sociología y
tecnociencia, 13(1), 127-144. https://
doi.org/10.24197/st.1.2023.127-144
UN F PA (2018). Mothers too young:
Understanding the patterns of child
marriage, early union and teen pregnancy
in Southea s t As i a . ht t p s : / /
asiapacific.unfpa.org/en/news/mothers-
too-young-understanding-patterns-child-
ma rr ia ge -e ar l y- un i o n - a n d- t e e n -
pregnancy#
UNICEF (2018). Report on the regional forum
on adolescent pregnancy, child marriage
and early union. https://www.unicef.org/
970 Jurnal Pendidikan Progresif, Vol. 13, No. 3, pp. 955-970, December 2023
e a p / m e d i a / 3 6 9 6 / f i l e /
Adolescent%20pregnancy.pdf
U.S. Department of Education Office for Civil
Rights (2013). “Dear Colleague” Letter on
pregnant and parenting students. http://
www2.ed.gov/about/offices/list/ocr/letters/
colleague-201306-title-ix.pdf
Webb, L., Kyaddondo, D., Ford, T., Bergqvist,
A., & Cox, N. (2023). Psychosocial health
in adolescent unmarried motherhood in
rural Uganda: Implications for community-
based collaborative mental health
education, and empowerment strategies in
the prevention of depression and suicide.
Tra nscultural psych iatry,
13634615221147361. https://doi.org/
10.1177/13634615221147361
Woodall, A. M., Driscoll, A. K., Mirzazadeh, A.,
& Branum, A. M. (2023). Disparities in
mortality trends for infants of teenagers:
1996 to 2019. Pediatrics, e2022060512.
https://doi .org/10. 1542/peds.2022-
060512
World Health Organization (2022). Adolescent
pregnancy. https://www.who.int/news-
room /fact-sheets/detail/adolescent-
pregnancy#
Zori, G., Walker, A. F., King, L., Duncan, R. P.,
Dayton, K., & Foti, S. (2023). The Impact
of State Policy on Adverse Teen Sexual
Health Outcomes in the United States: A
Scoping Review. Sexuality Research and
Social Policy, 20(1), 160-176. https://
doi.org/10.1007/s13178-022-00770-3
