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?

CHAPTER THREE; RESEARCH DISGNAND

METHODOLOGY

3.0 Introduction;

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?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

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.

………………………………………………………………………………………………

………………………………………………………………………………………………

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