The Knowledge and Perception of HIV/AIDS Risk Behaviour Among the Students
CHAPTER ONE
Purpose of the study
- To ascertain the knowledge and perception of HIV/AIDS risk behaviours among University of Benin students (undergraduates) and the implications for Health Education.
- To identify the involvement of the students in HIV/AIDS risk behaviours
- To assess the influence of the student’s knowledge of HIV/AIDS on their involvement in risk-taking behaviour
- To find out measure of achieving positive behavioural changes towards HIV/AIDS risk taking behaviours.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual framework
Knowledge of HIV/AIDS has a bearing on people’s perception of risk of infection with HIV which in turn influences adoption of safer sex practices. If pupils are knowledgeable and consider themselves at risk of contracting HIV/AIDS as posited in the theory of reasoned action, then they are likely to have a positive attitude toward safer sex practices. However, with inadequate knowledge and perception of not being at risk, one is likely to have a negative attitude toward safer sex practices. This is described in the theory of optimistic bias. Visual impairment is likely to influence the amount of HIV/AIDS information a visually challenged person has access to. It may limit accessibility to some kind of HIV/AIDS information thus negatively affecting the level of knowledge that a visually impaired person may possess. This will in turn affect his/her perception of risk of infection with HIV/AIDS and consequently their attitude towards safer sex practices. On the other hand, a sighted pupil may have access to a wide range of HIV/AIDS information, thus he/she is likely to have higher HIV/AIDS knowledge level which in turn may lead to rational decision making and careful cognitive processing of risk factors hence determine perception of risk of infection with HIV/AIDS and thus lead to a positive attitude towards safer sex practices.
HIV/AIDS Education
Programmes on HIV/AIDS education all over the world focus on; the nature of the disease, how it is transmitted, its prevention, HIV testing to know one’s status, anti retroviral therapy for the infected, and how to live a longer healthier life if infected with the virus. The WHO declaration (1988) on HIV/AIDS prevention and control stated that in the absence of a vaccine or cure of the disease, information and education were the most important strategies to prevent infection. According to UNESCO (2005) and EFA NEWS (2005), education provides a window of hope in the war against HIV/AIDS. Offering education to all people about sexuality in general and HIV/AIDS in particular can help correct people’s misinformation and equip them with the right attitude to cope with infection, the prevailing stigma and discrimination (EFA NEWS, 2005; UNESCO, 2005). According to Jonsen and strikers (1993), a panel on monitoring social impact of HIV/AIDS epidemic was established in the United States of America in 1989. The panel found that health systems of the country, federal, state and local governments got involved in mass education and other approaches to behaviour modification among people including 20 adolescents as a way of preventing the spread of HIV/AIDS.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the knowledge and perception of HIV/AIDS risk behaviour among the student. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an the knowledge and perception of HIV/AIDS risk behaviour among the student
Summary
This study was on the knowledge and perception of HIV/AIDS risk behaviour among the student. Three objectives were raised which included: to ascertain the knowledge and perception of HIV/AIDS risk behaviours among University of Benin students (undergraduates) and the implications for Health Education, to identify the involvement of the students in HIV/AIDS risk behaviours, to assess the influence of the student’s knowledge of HIV/AIDS on their involvement in risk-taking behaviour and to find out measure of achieving positive behavioural changes towards HIV/AIDS risk taking behaviours. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected students of University of Benin. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Misinformation and misconception is till dominating the lives of our youth in Nigeria. Stigmitization and discrimination of HIV/AIDS vulnerable is still common in all spheres of this country, people have not learnt enough about the mode and transmission of the disease The AIDS education in the curriculum of school is not properly taught. There are not enough hands to manage the subjects.
Recommendation
The curriculum should be driven to all sector of the workforce. This should not only be targeted at higher institutions but included in the curriculum of school from primary to higher institutions.
Since University are avenues for reproduction of teachers, HIV/AIDS education should not only be incorporated into curriculum but should be taught effectively.
- Seminars and workshops should be organized for the teachers, bankers, civil servants, private officers, churches, mosques and market women to enhance knowledge and create awareness.
- International organizations should be given cudos and then sort for more help and funds from them to organize and fund more oriented project that would benefit the masses. Such fund should be judiciously utilized for the purpose. Rural areas should be visited.
- Finally HIV/AIDS testing centres should be created more in the rural areas and awareness on the importance created.
References
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