ABSTRACT
Health is wealth is a common saying among the people.
For people to live a healthy life many precautions will have to be taken. The
health condition of the people is of great concern to government and people who
are involved in health care delivery. One of the health problems facing our
society now is the problem of HIV/AIDS which has become epidemic. Reproductive
health programmes has been given a considerate focus in the health policies.
The problem of AIDS has become a global one for the United Nation Organisation
(UNO) has declared December 1st of every year the World AIDS Day. This Day was
first marked on 1st December 1998. This is an effort to raise awareness to the
unending epidemic. Statistics from the 2003 edition of the AIDS epidemic by
UNAIDS shows that Two million dies of AIDS related causes in 2002. Efforts are
being made to find solution to this problem. HIV/AIDS has claimed the lives of
25 million people since the start of the epidemic according to greater than one
organisation. The havoc HIV/AIDS has caused to human being is monumental. The
situation is worse in African Nations because of the poverty level. This
problem has been a source of worries to many African leaders and government as
well. According to Mandela (2002) “AIDS today in Africa is claiming more lives
than the sum total of all wars, famines and floods, and the ravages of such
deadly diseases as malaria. It is devastating families and communities,
overwhelming and depleting health care services, and robbing schools of both
students and teachers”. Therefore, this study investigate how teachers of
Science perceive the inclusion of HIV/AIDS Education in secondary schools as
one way being advocated for solution to the HIV/AIDS epidemic through
education.
TABLE
OF CONTENT
TITLE
PAGES
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vi
CHAPTER
ONE: INTRODUCTION
1.1
Background to the study
1
1.2
Statement of the Problem
3
1.3 Research Question 3
1.4 Research Hypotheses 4
1.5 Purpose of Study 4
1.6 Significance of the Study 4
1.7 Limitation of the Study 5
1.8 Delimitation of the Study 5
1.9 Operational Definition of Terms 5
CHAPTER
TWO: LITERATURE
REVIEW
2.1 and Definition of HIV/AIDS 7
2.2 Genesis of HIV/AIDS in Nigeria 8
2.3 Misconception about HIV/AIDS 10
2.4 Adolescent and HIV/AIDS 11
2.5 Attitude and Behaviour towards
HIV/AIDS 14
2.6 Stigma and Discrimination of
HIV/AIDS 15
2.7 HIV/AIDS and Sex Education 18
2.8 Education as Tools 21
2.9 Impact of HIV/AIDS in Nigeria 24
2.10 Impact of HIV/AIDS in Africa 24
2.11Health Education in Nigeria
Secondary School 27
2.12 ppraisal of Literature Review on
HIV/AIDS Education in School. 27
CHAPTER
THREE: RESEARCH METHODOLOGY
3.1 Research Method 30
3.2 Population 30
3.3 Sample and Sampling Techniques 30
3.4 Research Instrument 31
3.5 Validity of Research Instrument 31
3.6 Reliability of Research
Instrument 31
3.7 Procedure for data collection 31
3.8 Procedure for data analysis 31
3.9 Pilot study 31
CHAPTER
FOUR: DATA ANALYSIS AND PRESENTATION
4.0 Introduction 37
4.1 Data Analysis and Presentation 51
4.2 Test of Hypotheses 67
CHAPTER
FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION.
5.1 Summary 57
5.2 Conclusion 79
5.3 Recommendations 80
REFERENCES 82
APPENDIX 90
CHAPTER
ONE
INTRODUCTION
1.1 Background to
the Study
The Human Immunodeficiency Virus (HIV) which causes
the Acquired Immune Deficiency Syndrome (AIDS) was first discovered in the
early 1980s. it has spread more rapidly than most diseases in recent history,
having social cultural, economical and moral repercussions on individuals,
families, communities and threatening foundations of entire societies. Over the
years, the link between HIV/AIDS and impoverishment has grown and even stronger
as the diseases is infecting and affecting the younger generation who are the
productive labour force of every economy. HIV infections are spreading quickly
within the youth populations and what happens to them today will determine what
becomes of them and their communities in the future. An estimated 11.8 million
young people aged 15-24 are living with HIV/AIDS, and half of all new
infections, over 6,000 daily, are occurring among them. (The Joint United
Nations Programme on HIV/AIDS, UNAIDS, 2003.)
The World Health Organization (WHO) has identified
HIV/AIDS as one of the world’s first health emergency and an urgent threat to
global public health. It reveals that HIV/AIDS is the worlds’ second widely
spread communicable disease and the sixth common cause of death globally. (WHO,
2004) In international circles in recent years, it has received as much
attention as other pressing global questions like war, terrorism, environmental
degradation among others. According UNAIDS (2006), about 65 million people have
been affected and more than 25 million people have died of AIDS related causes.
The situation is made even gloomier, with 29 million new infections estimated
by 2020 if prevention and treatment are not accelerated.
The United Nations Millennium Development Goals (MDGs)
report for 2006, states that several countries report success in reducing HIV
infections.
However, the overall infection rate is on the rise.
Sub-Saharan Africa (SSA) remains the highest affected region. The WHO (2004)
has classified HIV/AIDS as the main cause of adult mortality in Africa. It
affirms that about 3.1% and 3.9% of all male and female deaths respectively are
caused by AIDS related diseases. In the same vein, UNAIDS (2006) fact sheet
states that 63% of the global HIV/AIDS infections are in Africa, South of the
Sahara with the prevalence rate highest among the age group 15-49 years. It is
for which reason African heads of states declared AIDS as a state of emergency
in the continent during the African Development Forum (2000).
UNAIDS/WHO (2007) estimate the number of persons
living with HIV worldwide is 33.2 million. Deaths related to HIV/AIDS declined
from 2.2 million in 2005 to 2.0 million in 2007. However, the number of new
infections rose to 2.5 times higher than the number of infected persons
receiving treatment (UNAIDS, 2008). Rather than being complacent, this
underscores the need for countries to increase their commitment to prevention
efforts. This is necessary if this pandemic must start reversal in order to
meet the 2015 target by the MDGs and to save humanity from an impending
scourge.
The WHO (2005) observes that young people in Nigeria
are highly affected. Indeed, a third of Nigerians infected are 18-35 years of
age. This age group constitutes all Nigerians who are in secondary school, high
school, University, vocational schools, professional schools and those in
active service. Mbanya, Martyn & Paul (2008) stated the socio-economic
impact of the disease is profound with growing numbers of sections being
affected, and high hospital bed occupancy rampant. They add that this results
in overstretched medical personnel and extra burden to the health and education
sectors where school teachers are reported to be unproductive on several counts
and morbidity increasing from opportunistic infections. This of course, poses a
major challenge to the socio-economic development of the country considering
the fact that the age group below 18 makes up about 42% of the entire
population (Population Reference Bureau, 2009).
Health Education is not a recent inclusion in the
school system. A look through the curricular development in Nigerian Education
reveals the various ways in which health related issues has been treated.
Attempts to introduce population and family life education into both formal and
informal sector of Nigerian education could be traced back to 1980’s. By 1985,
reproductive health education has been integrated into some school subjects
like Biology, Integrated Science, Physical and Health Education, Home Economics,
Religious and Moral Education at both the Junior Secondary School (JSS) and
Senior Secondary School (SSS) levels. As a result of globalisation many things
are wrong with our social life styles. One of the effects of the bad social
life of our people is the HIV/AIDS epidemic. Despite the various attempt to
mould the life of our people on sexual matters and moderate their behaviour
through the use of condoms in preventing HIV/AIDS, not much success have been
attained. Olusola Adara,”Seminar on HIV/AIDS Curriculum Development” (2003).
Teachers of Science in secondary schools perceive that
introducing HIV/AIDS Education in school will reduce the epidemic caused by the
disease which the study intends to look at.
1.2 Statement of
the Problem
Over the years, the researcher has noticed with keen
interest that there has been an increase in death of people that are associated
with HIV/AIDS issues. Different people have come up with claims and counter
claims about cures to HIV/AIDS. Scientific studies have proved that no cure has
been found for HIV/AIDS. The dilemma which people have been thrown into due to
no solution to the ravaging HIV/AIDS has led to the view of Science teachers in
secondary school that teaching HIV/AIDS
Education in schools can be used to fight war against AIDS.
One school of thought believed that a separate school
subject should be introduced for the purpose of addressing the problem of
HIV/AIDS epidemic. Another school of thought however argue that the inclusion
of HIV/AIDS education will be an attempt to overload the already overloaded
school subjects and over tasking the teachers.
The problem of this study is designed to investigate
how teachers of Science perceive the inclusion of HIV/AIDS Education in
secondary schools.
1.3 Purpose of this
Study
The purpose of this study is to investigate how
teachers of Science perceived HIV/AIDS Education inclusion in secondary schools
and how the skills attained in schools can be used to fight the war pose by
HIV/AIDS epidemic.
1.4 Research Questions
1. Will
gender influence the perception of science teachers’ on HIV/AIDS education
inclusion in secondary schools?
2. Will
science teachers’ perception on HIV/AIDS education inclusion based on their
educational qualifications?
3. Will
science teachers’ perception on HIV/AIDS education inclusion in school based on
teaching experience?
4. Will
science teachers’ perception on HIV/AIDS education inclusion based on the
location of their school?
1.5 Research
Hypotheses
The following research hypotheses were tested in the
research study:
i. Gender will not
significantly influence on the perception of Science teachers on HIV/AIDS
education inclusion in schools.
ii. There will be no
significant influence on the perception of Science teachers on HIV/AIDS
education inclusion in schools based on their educational qualification.
iii. There will be no
significant influence on the perception of Science teachers on HIV/AIDS
education inclusion in schools based on their teaching experience.
iv. There will be no
significant influence on the perception of Science teachers on HIV/AIDS
education inclusion in schools based on the location of their school.
1.6 Significance
of the Study
The study will be of great benefit to teachers,
educators, curriculum developers, authors, parents, students and the general
society.
To the teachers, the findings will show their current
view on HIV/AIDS education in secondary school. The study shall provide correct
analysis of teaching which will help to reshape things for better. It will also
provide remedial strategies in the reconstruction of school curriculum.
The findings of the study will be of great importance
to curriculum designers in planning for curriculum programme in schools. It
will help them to know what to include in the content of the curriculum so as
to help solve the problem of HIV/AIDS epidemic.
To the educators, the finding of the will let them see
the need to provide necessary in-service programme such as workshop, seminars
etc. for teachers so as to increase their skills in teaching.
To the authors, the finding of the study will help to
structure their books in such a way that will simplify the content of the
syllabus to the students. By the results of this study, authors will organise
contents of their textbooks in such a way that students will be able to cope
with themes of HIV/AIDS.
The result of the study will also serve as basis for
further research work in the area of using education to solve the problems of
HIV/AIDS.
1.7 Limitation of
the Study
The problem encountered by researcher was lack of
co-operation from the respondents and due to time constrain some of the
teachers were persuaded to respond to the questionnaire which they eventually
did.
1.8 Delimitation
of the Study
1. The
study was delimited to One- hundred Science teachers in twenty- five secondary
schools in Ijebu Ode Local Government Area in Ogun- State. The schools studied
represent all the Public secondary schools in the Local Government.
2. Descriptive
survey research method.
3. The
use of self- structured questionnaire only as the instrument.
4. The
use of two research assistants
5. Frequency
counts and percentages for demographic data, while inferential statistics of
chi-square for hypothesis testing at 0.05 alpha level.
1.9 Operational Definition of Terms
The following terms are defined for the purpose of
this study:
AIDS: Acquired
Immune Deficiency Syndrome
Condom:
Thin rubber covering wear on penis to protect sexual disease during intercourse
Defile:
Proof wrong
Deplete:
To reduce something by large number
Dilemma:
Unpleasant thing or action
Epidemic: Disease attacking many people at the same
time
HIV: Human
Immune Deficiency Syndrome which leads to AIDS
Perception:
To view or feeling about an issue
Precaution:
Something done to prevent future trouble.
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