Influences of Puberty Development and Sexuality on Academic Performance Among Secondary Students of Ngamaba Tsalakoua of Brazzaville (Republic of Congo)

 Pubertal development and sexuality in prime adolescence can individually or both affect academic performance during the secondary cycle.

 The present study aims to examine the relationship between pubertal maturation, sexuality and academic Performance of secondary school students.

 Data were collected via a cross-sectional survey after the release of the first quarter results. The sample was composed of 418 students (195 boys and 223 girls aged 13.96 ± 0.97 and 14.26 ± 0.85 years old respectively). The pubertal development scale and sexuality at prime adolescence scales were used to collect data. Academic performance was assessed based on quarterly cumulative GPA. Chi-square and Pearson's correlation tests were used and responses were structured into subcategories regarding factors of pubertal development, sexuality and academic performance.

 The pubertal development of girls was more advanced than that of boys; the boys scores on the "going out with someone" scale (P ≤ 0.05) and on the “flirting with the aim of having sexual relations” scale (P ≤ 0.01) whereas girls scores on the "giving priority to love" scale (P ≤ 0.05). In general academic performance was above mean and below mean respectively for boys and girls. Pubertal development and sexuality were negatively correlated with academic performance mostly in girls.

 The developmental stage was more pronounced in girls. Boys were ahead in sexuality and the mean of their academic performance was higher. The interactions of development and sexuality and their combined effect negatively influenced the academic performance of girls and boys with gender-specific degrees.