Effects of Menstrual Hygiene Management on girls’ Academic Performance in selected secondary schools of Senanga District, Western Zambia

Mushinga Kapelwa Mooto
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Mushinga Kapelwa Mooto: Department of Education & Professional Studies, Mongu College of Education, Mongu, Zambia

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 11, 246-251

Abstract: This study defined academic performance as the ability of school going girls to execute class work and other related curricular tasks timely, exhaustively and satisfactorily after a successful learning and teaching experience. It sought to bring out the difficulties that were faced by girls in Menstrual Hygiene Management through the effects Menstrual Hygiene Management has on girls’ participation in school and how supportive to Menstrual Hygiene Management the selected Secondary Schools were. The study was a descriptive case study. It was qualitative in nature. Sample size was 48; 45 girls and 03 guidance and counseling teachers from 03 secondary schools. Simple random sampling was used with girls while extreme case sampling was used with Guidance and Counseling teachers. Data collection was done using questionnaires, interview guides and observation checklist. From the point of view of the definition of academic performance used, the study concluded that MHM had negative effects on the academic performance of the girls. The difficulties brought about by inadequacies in facilities for MHM reduced attendance of the girls, impaired participation rendering the schools MHM unsupportive. The study recommends that the schools access and adhere to the MHM National Guidelines to help reduce inequity arising from poor MHM and consequently improve the academic performance of the girls. Furthermore, the stakeholders are requested to explore the possibility of making the distribution of sanitary towels to school going girls a must. It further recommends that the making of reusable sanitary towels be taught to the learners as part of curricular and co-curricular engagement.

Date: 2021
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