Post on 24-Jan-2023
MWENGE UNIVERSITY COLLEGE OF EDUCATION
(A Constituent College of St. Augustine University ofTanzania)
FACULTY OF EDUCATION
DEPARTMENT OF UNDERGRADUATE EDUCATION
Effectiveness of implementing HIV/AIDS education to secondary
school in Hai District
BY
ALLOYCE WILBERT
A Research Project Submitted in Partial Fulfillment of theRequirement for award of Degree of the Bachelor of Education
(science) at Mwenge University College of Education
MOSHI - TANZANIA
MAY,2013
Declaration
I, Alloyce wilbert, hereby declare that to the best of my
knowledge that this is my original work. This work has not been
submitted in any other University for similar or different award.
All sources of information have been acknowledged
Signature: …………………………………… Date: ………………………..
Alloyce Wilbert
T/DEG/2011/2114
Supervisor: Mr. Gileard Minja
Signature: …………………………………… Date: ………………………..
Head of Education Department: Mis Angelista Josephy.
Signature: …………………………………… Date: ………………………..
Dedication
I dedicate this work to my lovely wife bhoke Wilson, my son Emma
and my daughter Anitha, my brother Daniel wilbert and his
families for their support and comfort during this difficult
moment. For real I appreciate their love, patient and caring
during compilation of this study.
ACKNOWLEDGEMENT
I would like to thank all people whose suggestions and criticism
have led me to the completion of this research.
I am grateful to the almighty God who safe guarded me during the
process of assembling and writing this research. Also I thank my
parents Mr. and Mrs. wilbert who sent me to school. Also my
beloved wife and my first born emma whose allow me to be away
during all period of studying in mwenge university, god bless
them all.
Secondly, I would like to thank my supervisor Mr.Gileard Minja
for his closer supervision that led to the completion of this
research.
Lastly, I would like to thank all my fellow students who
supported me in financially and morally.
ABSTRACT
This study will be conducted in Kilimanjaro Region, Hai district.
The main of the study is to investigate an effectiveness of
implementing HIV/AIDS education to the youth.
In order to capture the required information both questionnaires
and interviews will be used as data collection instruments. The
study involves four schools with eight respondents from each
school. To bring equality four boys and four girls will be
selected randomly during sampling, the head of school and civics
and biology teachers from each school will have a special chance
of participating in the study.
The study will consists of five chapters. Where Chapter one
involves background of the problem, statement of the problem,
research questions, significance of the study, conceptual
framework, and operational definition of keys terms and
organization of the study.
Chapter two involves related literature reviews, review of
different theories, and review of empirical studies and
demonstration of the gap of knowledge. Chapter three also contain
research design, target population, description of sample and
sampling procedures, description of data collection instruments
and description of data analysis procedures .Chapter four consist
of Data analysis, presentation and discussion .Chapter five
involve Summary, Conclusion and Recommendation of the study. It
is expected that the school curriculum is not organized to ensue
effective implementation of HIV/AIDS education to the youth in
Hai district.
CHAPTER ONE: INTRODUCTION AND BACKGROUND OF THE STUDY.
1.0 Introduction
This chapter comprises the issues related to background to the
problem, statement of the problem, research questions,
significance of the study, scope and delimitations, conceptual
frame work, definition of operational terms and organization of
the study.
1.1 Background of the problem.
Education is more than reading, writing and arithmetic. An
important component in any school should be health education.
Health education is more than transmitting basic knowledge.
Health education deals with influencing or changing attitudes and
behavior, with life skills. Such education is promoted by
teachers’ unions at national level, but also requires
international support and initiatives. (Thaver .L, 2012)
Since 1994, Education International (EI) works in close cooperation
with the World Health Organisation (WHO) in the field of health
education and more specifically on HIV/AIDS prevention.
Recognizing the urgency for a broad, strong school health
response to HIV/AIDS, EI and WHO joined by Education Development
Center, Inc. (EDC) work hand in hand with EI affiliates to prevent
the further spread of the disease. This partnership led to the
launch in 2001 of the EI/WHO/EDC Teachers Training Programme on
HIV/AIDS prevention in schools and later on, in 2006, of
the EFAIDS Programme. The EFAIDS Programme ended in June 2011 but
most of the EI affiliates who have been involved in the programme
will continue organising themselves to fight against HIV and AIDS
and related stigma and discrimination.(Thaver .L, 2012)
Teaching sexual and HIV/AIDS education in schools has been the
subject of debate and discussion for a while now in Africa. The
debates have mainly centered around three key issues – at what
stage to introduce it, what kind of curricula is appropriate and
who is qualified to provide such teaching. South Africa is one
the few countries in Africa that have made attempts to introduce
sexual and HIV/AIDS education at the secondary school level.
Although this has had benefits, it has not been without its
challenges. (Thaver .L, 2012)
In 1999, the Kenyan government established a national curriculum
on HIV/AIDS education to reach children in primary school. The
national curriculum was developed with the assistance of UNICEF,
and was the outcome of an extensive consultation process within
Kenyan society that included many stakeholders, including
religious groups. The Ministry has sent books covering the
Curriculum to all schools in kenya. (Esther. D, 2007)
A questionnaire study in Dar es salaam in 2010 showed that 27% of
students aged 12-14years communicated with their parents about
HIV/AIDS and sexuality, while 36% consult their teachers. The
students who communicated with teachers about HIV/AIDS and sex
were significantly less likely to initiate sexual activities. The
study showed that the teachers can play an important role in
discussing HIV/AIDS and sex with adolescents (Kajula et al,
2008).
On the other hand, a survey study in South Africa and Tanzania
showed that teachers in both rural and urban areas felt fairly
confident in teaching HIV/AIDS and sexuality. The teachers’
confident in teaching was significantly associated with the
number of years teaching HIV/AIDS and sexuality, formal training
in these subjects, experience in discussing the topic with
others, school policy and priority given to teaching HIV/AIDS and
sexuality at school(Helleve et al 2009).
The expected length of life expectance is below 50 years and a
big reason for the early death is HIV/AIDS. (Landguiden, 2009).
Twenty percent of Tanzania population is between the age of 15-24
and each year about 60% of new infection occur in this
demographic, in addition, 4% of women and 3% men of aged 15-24
are HIV/AIDS- positive. These young men and women are the future
of Tanzania, therefore it is imperative that their health and
well-being be preserved. (Rockman. J,2008).
A cross-sectional study in Tanzania showed that male students
were more likely to have good knowledge about sexual transmitted
diseases, but they were less likely to have good knowledge about
contraceptive methods than the female students. Students 18-25
years old were more likely to have good knowledge about HIV/AIDS
prevention methods than students 12-17 years old (Kisanga, 2007).
All in all HIV/AIDS education should be given to youth in
secondary schools. It is clear that the program is needed that
move youth from awareness and knowledge to actual behavior
changes. If this group is not reached, our country most impacted
by HIV/AIDS will continue to the experience increased infection
rates and health care expenditure, decreasing life expectancy and
economic development and most importantly, decreased quality of
life. So in an effort to be part of solution to this growing
problem we should focus on HIV/AIDS education to the youth.
1.2 Statement of the problem.
HIV/AIDS is a big problem in our country especial to the youth
who are mostly in secondary schools. The rate of AIDS
transmission increases every year especial to the adolescents who
are sexual active due to their age.
Teaching sexual and HIV/AIDS education in schools has been the
subject of debate and discussion for a while now in Africa and
worldwide. The debates have mainly centered around three key
issues; at what stage to introduce it, what kind of curricula is
appropriate and who is qualified to provide such teaching.
(Thaver .L, 2012)
Studies show that some educators feel uncomfortable when teaching
safe sexual behavior, as the concept can conflict with their
beliefs or the beliefs of the community. Therefore, these
educators experience a constant dilemma between providing safe
sex education and adhering to their own personal or community
values. Moreover, there is still some confusion as to parents’
role in promoting sexual health with their children. Some
educators consider values, morals and sexual education to lie
within the parent’s realm of responsibilities rather than the
schools’. (Thaver .L, 2012)
A questionnaire study in Dodoma region in 2010 shows that, there
is a need of more information about HIV/AIDS among secondary
school students. The students feel confidence in the persons;
teachers, parents and doctor or health workers in the HIV/AIDS-
education. Therefore they have a vital role as the key persons
and it is very important that they interact with each other and
work towards the same goal. (Wiman. V, 2010)
Also a questionnaire study in Iringa municipal show that the
decrease of HIV/AIDS today is not taking place, mainly because
the education is not working properly. There is a lack of quality
in the education concerning HIV/AIDS. The teachers are educating
their students about HIV/AIDS in a theoretical way. The process
is a hierarchy situation where the method used is mostly a one-
way transmission of the contents. The students are interactive
through they get questions to answer, but there is no dialogue or
discussions in the classroom on the answers to the questions
asked. There is not much follow up on the theoretical contents
and this is not creating meaningful knowledge for the students.
There is not much material for the teachers to get their input
from. They are having books which are containing little
information about HIV/AIDS. The students are not given any
material about HIV/AIDS from the teachers (Setthammar. K, 2006).
The researchers have not yet given out on how the school
curriculum should be organized so that HIV/AIDS education is
transferred effectively to the youth in secondary school. This
research will deal with the investigation on how the school
curricula can be organized for effective of HIV/AIDS education to
youth in Hai district.
1.3.0 Research objectives
1.3.1 General objectives
To investigate as to what extent does HIV/AIDS education is
given to the students in secondary schools.
1.3.2 Specific objectives
1. To examine the presence and absence of HIV/AIDS education
in secondary schools.
2. To investigate on how the HIV/AIDS is taught in secondary
schools.
3.To find out if there is enough recourses for HIV/AIDS
education in secondary schools.
1.4 Research questions
The research questions of the study will be as follows below;-
Is there HIV/AIDS education in your school?
To what extent is this HIV/AIDS education is provided to
students?
What are the challenges encountered in provision of HIV/AIDS
education in your school?
Is there an integrated subject taught as HIV/AIDS education
in your school?
What should be done to improve the implementation of
HIV/AIDS education in your school?
1.5 Significance of the study
The findings of this study are likely to enable students,
teachers, stakeholders, parents and Non- Government Organizations
(NGOs) to be aware of the importance of HIV/AIDS education to the
young in secondary schools.
The findings will provide the measures to be taken by the
government and stakeholders, teachers and parents to minimize as
much as possible the problem of lacking HIV/AIDS education to the
youth in secondary school so that the rate of HIV/AIDS
transmission to the youth is reduced or even totally eliminated.
The finding will also generate new knowledge to be used by policy
makers, stakeholders, and curriculum developers/reviewers on
improving curriculum; teachers, collage tutors, lecturers on
preparing good teachers who will facilitate provision of HIV/AIDS
education in secondary schools.
1.6 Scope and delimitation of the study
This study is concerned with the assessment of effectiveness and
implementation of HIV/AIDS education to the youth in secondary
schools. It will be conducted in selected secondary schools in
Hai District. This area is located in Kilimanjaro region which
has other districts as Rombo, Mwanga, Moshi Rural, Siha and Moshi
town. Hai district has been selected by a researcher due to the
fact that it is easily accessible. This spared the limited time
and fund.
1.7 Conceptual framework
Presence of highly
integrated curriculum and
resource like books,
films, and magazines with
HIV/AIDS education.
Presence of trained
expertise teachers with
HIV/AIDS skills and
Presence of social clubs
such as fema club and
Tour visiting to the health
centre for more skills in
practice by looking affected
people and some advice from
clinical officers.
Effectiveness and implementation
of HIV/AIDS education in
secondary schools.
knowledge. HIV/AIDS club.
Source; (own construct, November 2013)
1.9 Definition of operational terms;
HIV; human immunodeficiency virus
AIDS; acquired immune deficiency syndrome
HIV/AIDS education; Learning the skills and knowledge about
HIV/AIDS
Effective curriculum; refer to the curriculum which ensure better
learning
Population; students, civics and biology teachers and head of
schools
Target population; selected students, civics and biology
teachers and head of schools in selected schools.
A variable; a quantity which has the effects that changes
depending on the way it operates either in a positive sense or in
a negative sense.
Research instrument; means of collecting information
Hai District; is the district in Kilimanjaro Region in which the
research will be conducted
UNESCO; United Nations educational, scientific and cultural
organization
CHAPTER TWO; LITERATURE REVIEW
Introduction
This chapter comprises a review of the literature related to this
study on HIV/AIDS education. The first section deals with the
review of different theories about the HIV/AIDS education in
general followed by a section focusing on the findings dealing
specifically with youth skills, attitudes and knowledge on
HIV/AIDS education. The chapter concludes a discussion of the
importance of this study due to gaps of knowledge.
2.1 Review of different theories
Finding a specific theory regarding education and HIV/AIDS in
developing countries has been a problem. There is no specific
theory pinpointing the topic (Setthammar. K, 2006) and that is
why this theory chapter might give a general impression. To be
able to conduct qualitative education Concerning HIV/AIDS there
has to be quality in the overall education. This is why I have
chosen to focus on the effectiveness of education along with
education concerning HIV/AIDS. There are peer-education performed
by NGO´s and mass-communication through channels like mass-media
and billboards. The Tanzanian Ministry of Education and
vocational training explains the youth has been given information
concerning HIV/AIDS through various channels as for mass media.
This has not produced adequate behaviour changes. With this
result the ministry has changed the approach where the education
sector comes to have an important part educating the youth.
Education through secondary school has become a recent way of
spreading prevention through. This is the main reason for the
lack of theory in the subject (Setthammar. K, 2006).
But this is not a case we have to look at the theories relating
to human behaviour and attitudes that people hold. These theories
include functional theory and the theory of planned behaviour.
Functional theory;
This theory addresses the motivations that underlie attitudes
which people hold. The assumption of functional theory is that
people hold attitudes for reason, i.e they serve a specific
psychological function (Katz, 1960). One of the main appeal of
understanding different attitude functions is that if messages
and intervention are tailored to specific attitude functions that
people hold, then it become much easier to addresses and
manipulate those attitudes. By the same token, gaining insight
into the attitude functions that teachers hold toward addressing
HIV/AIDS offers an intuitive and practical appeal. Functional
approach to attitudes therefore allows us to consider teacher as
individuals, many of whom are probably profoundly marked in their
thinking by what they know and have experienced in life rather
than as homologous group of people who will blindly follow
central instructions on what content to teach and will so
effectively in they have the right condition.(Thaver.L and Leao.
A, 2012)
The theory of planned behaviour;
Prevention efforts have with some frequency included an element
of how attitudes may affect the perception of HIV/AIDS disease
and how these attitudes influence behaviour or behavioural intent
(Bruce and Walker,2001). Not all prevention efforts are based on
theory, but those that are theoretically based and focus on
individuals and their behaviour have commonly been based on one
or more of the above theories. As Bruce and Walker,(2001) noted
these models generally have certain constructs in common,
including saliency of the problem, perceived threat or personal
susceptibility, and often some element of social norm and beliefs
about severity of this disease (Esther dolfu et.al, 2007)
2.2 Review of empirical studies
Setthammar. K, (2006) who did a research on the Combating
HIV/AIDS: Preventative Work by Iringa Secondary School Teachers
from the University of Malmo, in Sweden she found that,
There is not much follow up on the theoretical contents and this
is not creating meaningful knowledge for the students. The
teachers are encouraging the students to abstain and this is
where the education on HIV/AIDS is ending. There is not much
material for the teachers to get their input from. They are
having books which are containing little information about
HIV/AIDS. The students are not given any material about HIV/AIDS
from the teachers. The biggest weakness is that there is no talk
about sexuality and life skills. Since the students only get
theoretical information about HIV/AIDS they have a hard time put
it in the context of their own behaviour. Through this the
students will not be able to protect themselves since the
preventative talk is about abstaining. The teachers do not feel
as if they should talk about sexuality or condoms since this will
be encourage the students to have sex. The other weakness is the
method used in the classroom. The lack of communication and
dialogue makes the contents not having any meaning for the
students. The lack of facilities and material creates a poor
teaching situation.
With a hierarchy and great gap between the teacher and the
students the pedagogy used is also affecting the education
negatively. The reason to why the education is carried out the
way it is has many explanations. A lack of inputs and the context
is negatively affecting the teachers and their education about
HIV/AIDS. Low budgets and badly performed implementation makes
the education suffer. Even if HIV/AIDS is integrated into the
syllabus the government has to be aware of the training and the
education the teachers are in need of. For the teacher to be able
to carry out their work they need to know how to educate the
youth. Just by keeping the curriculum under constant review is
not enough, the teachers need to learn and be educated on what
they are teaching.
A questionnaire study in Dodoma region, Tanzania on Preferences
and Experiences towards HIV/AIDS- Education among Secondary
School Students done by Anna Danås and Virginia Wiman (2010)
found that; There is a need of more information about HIV/AIDS
among secondary school students. The students feel confidence in
the persons; teachers, parents and doctor or health workers in
the HIV/AIDS- education. Therefore they have a vital role as the
key persons and it is very important that they interact with each
other and work towards the same goal. It is reasonable that the
school take more responsibility in the HIV/AIDS- education and to
adapt the HIV/AIDS- education after the students’ preferences and
demands. Through parents meetings the school has the opportunity
to support parents in conversation with their children about
reproductive health and to increase their knowledge about
HIV/AIDS. The health care has also great potential to spread
HIV/AIDS-information to all who seek care. Therefore it is
important that the health care works preventive by talking about
risk behaviors and contraceptive methods.
Esther dolfu et.al, (2007) did a research on education and
HIV/AIDS prevention in western Kenya and they found that Debates
over condoms and opportunities to write essays on ways of
protecting oneself against HIV/AIDS led to increased self-
reported use of condoms without an increase in self-reported
sexual activity. Reductions in the cost of schooling led to
reductions in the dropout rates and reductions in teen
pregnancies. A definitive assessment of the impact of these
programs will require biomarker tests. These could help determine
whether the increase in self-reported use of condoms associated
with the debates over condoms corresponds to actual reduction in
HIV/AIDS. Similarly, the increased marriage rates among girls
exposed to teacher training could be indicative of either lower
risk due to formation of more stable partnerships, or higher risk
due to partnerships with older men. Older men are more ready to
marry, but have higher HIV rates, than primary school boys.
Lerissa Thaver and Astrid Leao, (2012) conduct a study in South
Africa secondary school about teaching sexuality and HIV/AIDS
education in schools and realize that, The National Policy on HIV
and AIDS Education shows the great concern, the South African
government has with regards to reducing the transmission of HIV
and AIDS and promoting positive sexual behaviour in youth.
However, it is apparent from the research that implementation has
been problematic. Firstly, the content of the life skills
curricula emphasize HIV and AIDS prevention information and
awareness without providing the necessary life skills envisioned
by the national policy, such as decision-making skills, the
ability to develop healthy relationships and positive attitudes.
Secondly, teachers and educators are not being provided with the
training, guidance, support and resources that are essential for
effective educational practices. Finally, the lack of community
involvement is a barrier that limits the information flow to
youths. Community members and parents often have conflicting
views on sexual interactions and relationships and can act as a
barrier preventing educators and schools from providing accurate
and quality information to students.
2.2 Development of gap of knowledge
The studies above done by, Setthammar. K, (2006) who did a
research on the Combating HIV/AIDS: Preventative Work by Iringa
Secondary School Teachers, A questionnaire study in Dodoma
region, Tanzania on Preferences and Experiences towards HIV/AIDS-
Education among Secondary School Students done by Anna Danås and
Virginia Wiman (2010), Esther dolfu et.al, (2007) whose did a
research on education and HIV/AIDS prevention in western Kenya
and Lerissa Thaver and Astrid Leao, (2012) whose conducted a
study in South Africa secondary school about teaching sexuality
and HIV/AIDS education in schools, they were all dealing with the
problems of HIV/AIDS education to youth. This study will attempt
to investigate on how the school curricula can be organized for
effectiveness of HIV/AIDS education to youth, that is HIV/AIDS
skills to be taught as topic in some subjects such as biology and
civics and not as independent subject can it be implemented
effectively to the youth? And can assessment and evaluation of
the skills acquired by the learner be possible?
This chapter represents the research design, study population,
description of data collection instruments, description of sample
and sampling procedures, description of data collection procedure
and description of data analysis procedures. This research on the
influences of guidance and counseling services on student
academic performance will be conducted by using strategy which
will guide the researcher to accumulate data in the overall
process.
3.1 Research design
The study will be carried out using a cross-sectional survey
design to investigate the whole program of HIV/AIDS education,
the role played by teachers, the support from Head of schools and
students of secondary schools in Hai District on the
implementation of HIV/AIDS education. Cross-sectional survey will
be appropriate because data will be collected from a large
population in a short time and then results generalized to
represent the entire population of the study. Also cross-section
survey will be economy in terms of fund because data will be
collected at one point and will be used for the large population.
3.2 Description of Research Instruments:
The following research instruments were used in this study;
3.2.1 Questionnaire
Questionnaire is one of the instruments of data collection in
this study, which is structured, and self-administered. The
researcher designed questionnaire for the students in the
selected schools. This structured questionnaire will be given to
the students and their views, opinions and attitudes on whole
program of HIV/AIDS education and on how they think it should be
taught in their schools. A questionnaire is preferred to be used
as instrument in this study because it is easy to use on a large
number of subjects.
3.2.2 Interview guides
Interview guide will be prepared to assist the researcher to
collect data through face to face interviews that will be
conducted with the school’s civics and biology teachers and head
of school. The purpose of the interview is to try to obtain views
in descriptions wherever possible concerning with HIV/AIDS
education in secondary schools from civics and biology teachers
and Head of schools. Interview guides is used to assist the
interviewer to remain focused during investigation for deeper
information.
3.3 Target Population
The target populations for this study will be the students,
civics and biology teachers and Head of schools in secondary
schools in Hai District in which four schools will be selected as
sample schools. Students will be used as the population because
they are directly affected by the problem of unawareness on
HIV/AIDS education provided by the school system. Civics and
biology teachers will be also targeted because they are the one
who are responsible in teaching HIV/AIDS skills in the school and
interacts with students and therefore are the one who knows the
problems facing their students in the studying HIV/AIDS education
in their schools. Also Head of schools will be involved as a
targeted population because they are head of discipline
departments in their schools and further more they are the chief
implementer of the curriculum in the school level and also have
documents of health test form which the student should submit
before joining the school in form one in his/her schools. The
four schools will be selected to make an in-depth analysis about
the and implementation of HIV/AIDS education to the youth in
secondary schools. A total of 32 students will be sampled in all
the four selected schools that will be given questionnaire and a
school’s civics and biology teachers of each school and each Head
of school will be interviewed in each of the selected school.
3.4 Description of Sample and sampling procedures
The study shall use three kinds of sample, selected students,
school’s civics and biology teachers and Heads of the selected
schools. The study also will use two sampling techniques, random
sampling and purposive sampling. Random sampling will be used to
get sample schools in each case all schools will be having equal
chances of being selected and the researcher will write the name
of all schools on the flaps and picked random to get the
representative schools.
In case of getting sample students from student population in the
selected schools both random and purposive sampling techniques
will be used, under purposive sampling to get a total of 8
students from the population form three classes will be given 4
chances and form four classes will be given 4 chances as well.
Also purposive sampling will be used in considering gender
balance which will be done by giving boys separately and girls
separately the same flaps to pick at different time so that at
least in 2 sample students, 2 students be a boy and the other is
a girl. Under random sampling the flaps written some numbers will
be given to students and allow them to pick and the student who
opened the flap and got a proposed numbers let say 2 and 4 will
be taken as samples in the respective class.
3.5 Pre-testing of the research instruments.
Before the researcher going to the field to collect data, the
research instruments will be tested if it can bring about the
intended outcomes. This will be done by administering the
questionnaires to other respondents of the same type to that of
target population but from different area and not to target area
to avoid administering the instrument to the same individuals
during the time of research data collection. The importance of
pre-test is to test the validity of the instrument, that is the
extent to which the research instrument measure what is designed
to measure from the field. Also to test the reliability of the
research instrument, that is the extent to which the research
instrument yields measure that are consistent each time it is
administered to the same individuals. This helps the researcher
to discover the inconsistencies, errors and ambiguities in the
instrument. This in turn will help the researcher to modify the
instruments so that she/he may get the required information.
3.6 Description of Data collection procedure
Before going to the field for data collection, the researcher
will take a letter of introduction from the Dean of student of
Mwenge University which he presented to the Hai District
Education Officer. The District Education Officer will give the
researcher the letter that introduced him to the head of the
schools included in the sample. Questionnaire will be given to
the students in the first two weeks of the study together with an
additional letter attached promising confidentiality to the
respondents. A total of 32 questionnaires will be given to
students. Interviews with school’s civics and biology teachers
and Heads of schools will be conducted after conducting the
questionnaire to avoid any confusion which would result to data
collection. Information obtained from the questionnaire and
interview given by students and teachers respectively will be
compiled into statistical data and analyzed.
3.7 Description of Data analysis procedures.
The data that will be collected through questionnaire and
interview will be analyzed by using descriptive statistics to get
the information. The information will be entered in computer to
be analyzed. Description statistics that is frequencies and
percentages will be computed and presented in tables and charts
describing various variables obtained in the study.
3.8 Ethical consideration.
The study is permitted by MWENGE University and Hai District
education commissioner under the policy of TCU for each
undergraduate to conduct a research before he/she graduate for
his field of study. HIV/AIDS and sexual reproductive health is an
ethically sensitive subject, therefore only students from 18
years old will have the possibility to be included in the study.
Before the informants start to fill in the questionnaire, they
will be informed about; the voluntary participation, that their
anonymity will be guaranteed and that they can end their
participation whenever they want without state any reason. They
will be also informed about the aim of the study and how their
answers will be used after the data collection. To prevent the
risk that minors participated in the study the informants will be
asked about their age both orally before they started to fill in
the questionnaire and then write in the questionnaire.
APPENDIX I
STUDENTS’ QUESTIONNAIRES
PUT A TICK IN AN APPROPRIATE BOX
1 Respondent Sex
a) Female [ ] b) Male [ ]
2 Respondent Age
a) 6– 10 years [ ] b) 10 – 14 years [ ]
c) 15 – 19 years [ ] d) 20 – 24 years [ ]
e) Above 25 years [ ]
3 In which form are you?
a) Form one [ ] b) Form two [ ]
c) Form three [ ] d) Form four [
]
4 Is HIV/AIDS education taught in your school?
Yes [ ] No [
]
5 Is there an integrated subject taught as HIV/AIDS
education in your school?
Yes [ ] No
[ ]
5 If no, in which subjects HIV/AIDS education is taught?
………………………………………………………………………………………………………………………………………………………………
………………………………
6 Is lacking of integrated subject on HIV/AIDS education affect
your learning?
a) Yes [ ] b) No [ ]
7 If yes, what are the problems you are facing in your life?
………………………………………………………………………………………………………………………………………………………………
………………………………
8 Are teachers involved in solving the problems you are facing?
a) Yes [ ] b) No [ ]
9 What is your suggestion to improvement learning of HIV/AIDS
education in your school?
……………………………………………………………………………………………………………………………………………………………………
……………
APPENDIX II
TEACHERS’ QUESTIONNAIRES
PUT A TICK IN AN APPROPRIATE BOX
1 Respondent Sex
a) Female [ ] b) Male [ ]
2 What is your age?
a) 20 – 30 years [ ] b) 31 – 40 years [ ]
c) 41 – 50 years [ ] d) 51 – 60 years [ ]
d) Above 61 years [ ]
3 What do you understand by HIV/AIDS education?
………………………………………………………………………………………………
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………………………………………………………………………………………………
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4 How many subjects in which HIV/AIDS education is taught?
………………………………………………………………………………………………………………………………………………………………
………………………………
5 What are the challenges encountered in provision of HIV/AIDS
education in your school?
………………………………………………………………………………………………
………………………………………………………………………………………………
6 Which student’s sex is more affected by lacking HIV/AIDS and
sexuality education?
a) Girls [ ] b) Boys [ ]
7 Do you think why?
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………………………………………………………………………………………………………………………………
8 What are the ways used to reduce the problem?
………………………………………………………………………………………………
………………………………………………………………………………………………
9 Give your suggestions according to how HIV/AIDS education is
taught as compared to its importance to the youth.
………………………………………………………………………………………………
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BUDGET
NO DESCRIPTION OF ITEMS AMOUNT (TSHS)
1 Typing, printing and photocopying of
the proposal
50,000
2 Stationeries (pen, pencil, ruler,
ream paper)
10,000
3 Transport Costs 20,000
4 Binding of the proposal 10,000
5 Miscellaneous costs at 10% total
coast
10,000
TOTAL 100,000
WORK PLAN
ACTIVITIES DATEProposal writing October to December 2013Submission of final proposal 15th December, 2013Data collection 20trh February 2014 to 29th
March 2014Data analysis 19th April, 2014 to 29th
April, 20141st Draft report to supervisor 26th April, 20142nd Draft report to supervisor 3rd May, 2014Final report to research
supervisor for approval
17th May, 2014
Submission of final signed report
to research coordinator
24th May, 2014