DEMOGRAPHIC Factors AFFECTING SCIENCE TEACHERS’ Perspective On HIV/AIDS EDUCATION IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
HIV/AIDS has received as much attention in international circles as other pressing global challenges such as war, terrorism, and environmental devastation, among others, in recent years. The World Health Organization (WHO) has declared HIV/AIDS to be one of the first global health emergencies, as well as a direct threat to global public health. According to the research, HIV/AIDS is the second most common infectious disease and the sixth leading cause of death worldwide. (WHO, 2004). According to UNAIDS, approximately 65 million people have been affected by AIDS, and more than 25 million have died as a result of AIDS-related causes (2006). If prevention and treatment are not accelerated, 29 million new infections are expected by 2020. This exacerbates the situation significantly. Despite the fact that several countries Despite claims of success in reducing the number of HIV infections, the research finds that the overall infection rate is increasing. This is stated in the United Nations Millennium Development Goals (MDGs) report for 2006. Sub-Saharan Africa is still regarded as the worst-affected region (SSA). According to the WHO (2004), HIV/AIDS is the leading cause of adult mortality in Africa. According to estimates, AIDS-related infections are responsible for approximately 3.1% of male deaths and 3.9% of female deaths. According to a data sheet released by UNAIDS in 2006, Africa, south of the Sahara, accounts for 63 percent of all HIV/AIDS infections worldwide, with the incidence rate being highest among people aged 15 to 24.
During the African Development Forum, African heads of state declared a state of emergency across the continent due to the rapid spread of the AIDS epidemic. What is the point of this? (2000).
According to Mbanya, Martyn, and Paul (2018), the illness has a significant socioeconomic impact. As a result, high hospital bed occupancy is becoming more common and affecting a broader geographic area. They go on to say that overworked medical staff puts additional strain on the health and education sectors, where teachers are less productive in a variety of ways and morbidity is rising due to opportunistic infections. Clearly, the country’s efforts to improve its social and economic conditions are hampered by the fact that
Approximately 42% of the population is under the age of 18. (Population Reference Bureau, 2009).
It is not uncommon for a course on health and well-being to be added to the curriculum. Examining the evolution of the curriculum in Nigerian schools reveals the numerous techniques used to address health-related issues. As early as the 1980s, educators in Nigeria’s formal and informal education systems attempted to incorporate lessons on population and family life into their curricula. By 1985, both junior secondary school (JSS) and senior secondary school (SSS) curricula included reproductive health instruction. Biology, integrated science, physical and health education, home economics, and religious and moral education were among the subjects covered. Globalization has had a negative impact on many aspects.
Our social existence depends on it. The HIV/AIDS pandemic is one result of our people’s disordered social life as a whole.
Surprisingly, despite numerous efforts to educate our people about sexual issues and persuade them to use condoms to limit their behavior, little progress has been made in preventing HIV/AIDS. While this is shocking, studies have shown that incorporating HIV/AIDS Seminars and Curriculum Development in secondary schools is critical to slowing the spread of the diseases. According to Olusola Adara (2003), secondary school science instructors believe that teaching students about HIV/AIDS in the classroom will stop the pandemic caused by the illness, despite the fact that this is debatable due to factors such as teachers’ experience, level of education, and socioeconomic status.
Education, location (rural or urban), and religion may all influence their perception of how effective this strategy will be, given the circumstances that led to the need for this research.
1.2 Problem Description
The number of people who have died as a result of HIV/AIDS complications has steadily increased over the years. A variety of people have made claims and counterclaims about the existence of HIV/AIDS treatments. Scientists’ research has revealed that there is currently no treatment or cure for HIV/AIDS. Because of the situation that people are in, secondary school science teachers have concluded that teaching HIV/AIDS education in schools could be used as a weapon in the war against AIDS.
have been forced into due to the lack of a cure for the crippling HIV/AIDS.
Omolade believes (2019) One school of thought held that, in order to address the issue of the HIV/AIDS epidemic, a new school topic should be created specifically for that purpose. However, another school of thought contends that including HIV/AIDS education will be an attempt to overburden already overcrowded school topics and overwork the teachers. Because scholars’ ideas differ, the problem of this study is designed to demographic variables influencing science teachers’ perceptions of the inclusion of HIV/AIDS education in secondary schools.
1.3 OBJECTIVE OF THIS STUDY
The objective
The purpose of this study is to look into the demographic factors that influence science teachers’ attitudes toward the inclusion of HIV/AIDS education in secondary schools. Other specific goals include:
i. Determine whether location influences science teachers’ perceptions of HIV/AIDS education inclusion in secondary schools.
ii. To determine whether science teachers’ perceptions of HIV/AIDS education inclusion in secondary schools are influenced by their teaching experience.
iii. Determine whether educational qualifications influence science teachers’ perceptions of HIV/AIDS education inclusion in secondary schools.
iv. To investigate whether gender influences science teachers’ perceptions of HIV/AIDS education inclusion in secondary schools.
1.4 QUESTIONS FOR RESEARCH
i. Does the location of a school influence science teachers’ perceptions of HIV/AIDS education inclusion in secondary schools?
ii. Does teaching experience influence science teachers’ attitudes toward HIV/AIDS education?
Secondary school integration?
iii. Do educational qualifications influence science teachers’ views on HIV/AIDS education inclusion in secondary schools?
iv. Does gender influence science teachers’ perceptions of HIV/AIDS education inclusion in secondary schools?
1.6 THE STUDY’S SIGNIFICANCE
Teachers, educators, curriculum developers, authors, parents, students, and the general public will benefit greatly from this research. The findings will demonstrate the teachers’ current perspective on HIV/AIDS education in secondary school. The study will provide accurate analysis of teaching, which will aid in reshaping things for the better. It will also provide remedial strategies for school curriculum reconstruction. The study’s findings will be extremely useful to curriculum designers as they plan curriculum programs for schools. It will happen. Assist them in determining what content to include in the curriculum to aid in the resolution of the HIV/AIDS epidemic. To educators, the findings will highlight the importance of providing necessary in-service programs such as workshops, seminars, and so on for teachers in order to improve their teaching skills. According to the authors, the study’s findings will assist them in structuring their books in such a way that the content of the syllabus is simplified for the students. Based on the findings of this study, authors will organize the content of their textbooks so that students can deal with HIV/AIDS-related issues. The study’s findings will also serve as the foundation for future research.
Work on research into the use of education to solve HIV/AIDS problems.
1. 6 STUDY OBJECTIVES
The scope of this study is limited to demographic variables influencing science teachers’ attitudes toward HIV/AIDS education in secondary schools. The study, however, was limited to a few secondary schools in Akwaibom State’s Uyo local government area.
1.7 THE STUDY’S LIMITATIONS
The researchers encountered minor constraints while conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the fact that it is a new discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which was time-consuming.
This is why the researcher chose a small sample size that included only a few secondary schools in Akwaibom State’s Uyo local government area. As a result, the findings of this study cannot be generalized to secondary schools in other Nigerian states. Furthermore, the researcher’s involvement in this study while also working on other academic projects will impede maximum dedication to the research. Nonetheless, despite the constraints encountered during the research, all factors were minimized in order to provide the best results and make the research successful.
1.8 OPERATIONAL TERM DEFINITION
For the purposes of this study, the following terms are defined:
AIDS stands for Acquired Immune Deficiency Syndrome.
Condom: A thin rubber covering worn on the penis to protect against sexually transmitted diseases during intercourse.
Defile: Incorrect proof
To deplete:
decrease something by a large number
Problem: An unpleasant thing or action
Epidemic: A disease that affects a large number of people at the same time.
HIV stands for Human Immunodeficiency Syndrome, which leads to AIDS.
Perception: How one perceives or feels about a problem.
Precaution: Something done to avoid trouble in the future.
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