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Factors influencing the adoption of HIV/Aids education in secondary schools: A case of Rachuonyo District, Kenya

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dc.contributor.author Nyakinda, Clement Obare
dc.date.issued 2010-02
dc.date.accessioned 2018-11-08T09:56:05Z
dc.date.available 2018-11-08T09:56:05Z
dc.identifier.uri http://41.89.96.81:8080/xmlui/handle/123456789/1174
dc.description.abstract HIV/AIDS is causing devastating effects to communities all over the world. Schools as social institutions can be very instrumental in fighting HIV/AIDS because they exist within communities and provide education, which remains an important tool in combating HIV/AIDS. Although the Kenyan government realised the magnitude of the HIV/AIDS problem and introduced HIV/AIDS education in schools, its adoption is slow. This study analysed the factors that influence the adoption of HIV/AIDS education in secondary schools. Specifically, it examined the frequency of teaching HIV/AIDS education in secondary schools, socio – cultural factors, availability of HIV/AIDS education teaching materials, teachers’ level of training and the teaching HIV/AIDS education and the contribution of secondary school principals towards HIV/AIDS education. The study used Innovation Decision Process Theory and the Health Belief Model as a basis. The methodology of the study used survey research design in which data were collected using questionnaires. The unit of analysis was the secondary school teacher. Data were analysed using both descriptive and inferential statistics. Descriptive statistics included use of frequency tables while inferential statistics included use of Chi Square. The Statistical Package for Social Sciences (SPSS) was used to compute the statistics. The number of respondents was determined using the Cochran’s sample size formula. This study found that teaching of HIV/AIDS was very minimal. This was because most of the teachers had not been trained on teaching HIV/AIDS education and HIV/AIDS education materials were largely unavailable to most teachers. The teachers viewed religious and cultural practices as a barrier rather than strong pillars for teaching HIV/AIDS education. The study concluded that the adoption of HIV/AIDS education was low and not well established in most secondary schools. The study recommended that HIV/AIDS education should be taught on its own as a subject, timetabled and examined at Kenya Certificate of Secondary Education (KCSE) level. The teachers should be properly trained in all aspects of the disease. Ministry of Education should produce enough HIV/AIDS education materials for the teachers and students in secondary schools. Apart from the ministry, teachers should also develop the teaching materials locally to incorporate the cultural and religious teachings on sexuality, which are cheaper, sustainable and easily acceptable to the students. The leaders of secondary schools should be encouraged to support the teaching the subject and allocated enough funds to run the program. en_US
dc.language.iso en en_US
dc.publisher Egerton University en_US
dc.subject HIV/Aids education en_US
dc.title Factors influencing the adoption of HIV/Aids education in secondary schools: A case of Rachuonyo District, Kenya en_US
dc.type Thesis en_US


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