HIV/AIDS, STDs and STIs

Biography

Biography: Martina Chikaodinaka Ezeama

Abstract

Introduction

Strategies to prevent Human Immuno-deficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS among adolescents remain the greatest challenge in human sustainable development especially in developing countries like Nigeria.   It is necessary to provide in school adolescents with appropriate HIV and AIDS preventive educational interventions.  Effective interventions for sustainable HIV prevention among adolescents are limited in Nigeria. This study investigated the   effects of using Class-room Instruction (CI) and Drama (DR) for  HIV and AIDS prevention  among in school adolescents in Imo State,Nigeria.

Materials and Method:

A quasi-experimental design using 165 students from three randomly selected co-educational secondary schools was adopted. There were two experimental groups (CI and DR) and control.  Baseline data were collected using a semi-structured questionnaire with 29-point knowledge and  9-point attitudinal scales. To analyse knowledge, scores  of <15 and ≥15 were classified as poor and good respectively; while for  attitude,  scores of  <5 and ≥5 were  categorised as negative and positive.  The results for baseline studies were used to design interventions that were implemented for 8 weeks. Also mid-term and follow-up evaluations were conducted during the study.  Data were analysed using descriptive statistics, t-test and ANOVA at p=0.05.

Results:

The mean ages of the respondents in CI, DR and control groups were 13.4 ± 1.2, 13.9 ± 1.5 and 13.8 ± 1.2 years respectively. Knowledge scores on HIV/AIDS at baseline were 20.5±2.7, 20.4 ± 2.6 and 21.1 ± 2.7 for CI, DR and Control groups respectively. These scores increased to 22.7 ± 2.7, 22.6±1.8 and 21.2 ± 0.3 at mid-term for  CI, DR and control, respectively. At follow-up, scores for CI and DR increased to 23.9 ± 1.8 and 24.5 ± 1.4 respectively while the  score for the control   dropped to 20.0 ± 2.8.  Scores for attitude among   CI, DR and control groups during  baseline study  were 5.3 ± 1.4, 4.9 ± 1.5 and 5.3 ± 1.0 respectively. For  mid-term, attitude scores were 5.1 ± 1.2, 5.0 ± 0.9 and 4.7 ± 1.5 for CI, DR and control respectively while scores  for  follow-up were 5.3 ± 1.2, 5.6 ± 0.7 and 4.5 ± 1.2, indicating  greater  increase among the intervention  groups   than that of  control.

Conclusion:

Intervention using drama yielded more positive outcomes in both knowledge gained and in attitudinal change than others. Drama is therefore recommended as the most appropriate HIV intervention strategy for sustainable  HIV and AIDS prevention among in school adolescents in Imo State, Nigeria.

Keywords:     Strategies for HIV/AIDS preventive   intervention, Knowledge, Attitudinal                                  change, Adolescents in school.