Publication:

Intervention programmes for HIV and AIDS prevention: a study of in- school adolescents in Orlu Senatorial Zone of Imo State, Nigeria

Background Helpful strategies to prevent human immuno-deficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) among adolescents remain the greatest challenge in developing countries including Nigeria. In Nigeria, interventions for preventing HIV and AIDS for in-school adolescents are limited. This study used class-room instruction (CI) and drama (DR) for HIV and AIDS prevention among in-school adolescents in Orlu Senatorial Zone.

Methods A quasi-experimental design using 165 students from three randomly selected co-educational secondary schools was adopted. Two experimental groups (CI and DR) and a control group were used for the study. Baseline data were collected using a semi-structured questionnaire with 29-point knowledge and 9-point attitudinal scales. Knowledge was analysed using the scores <15 and ≥15 for low and high knowledge respectively. For attitude, scores of <5 and ≥5 were categorised as negative and positive respectively. 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 and 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 for 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.

Conclusions Based on the results of the study, drama yielded more positive outcomes in both knowledge gained and in attitudinal change among in-school adolescents than classroom instruction. Drama intervention is therefore, an important HIV and AIDS prevention strategy for in- school adolescents.