Analysis of the Academic Performance of Girls in Premature Unions

Girls' academic achievement in secondary school is a reality and is a major concern for schools, families and the community in general. This problematic paradigm violates the principles of the development and education process stipulated in Jan Piaget's theory of human development or education. This study aims to analyze the academic performance of girls in a situation of premature union in secondary schools in Mozambique. Therefore, this study had a qualitative and exploratory method, the population of this research was made up of 22 participants or informants. Whose, 4 members of the School Council, made up of (father and mother class) from the school, 6 teachers from different classes, including the Director and 4 responsible from the same community, also, 6 students in a premature union situation and finally 2 members of school partners (NGO involved). The treatment and analysis of the results corresponded to the following categories: pre-analysis which was based on the reflection of data collected in the field, exploration of the material which focused on the exploration of articles, monographs, dissertations and theses for the theoretical support of the study and analysis of the results. Where it was based on the treatments of data collected in the study. The research results showed that girls' low academic performance in premature union situations. This is combined with external and individual factors. External factors include: premature unions, where girls, due to lack of basic resources, are subjected to premature unions in exchange for favors in the form of money or even material goods.