The impact of a supplemental HIV/AIDS module on the knowledge and attitudes of Grade 11 Biology learners

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dc.contributor.advisor Rogan, John M.
dc.contributor.coadvisor Ebersohn, L. (Liesel)
dc.contributor.postgraduate Page, J.A. (Jennifer Ann) en
dc.date.accessioned 2013-09-06T14:02:50Z
dc.date.available 2005-03-03 en
dc.date.available 2013-09-06T14:02:50Z
dc.date.created 2004-10-06 en
dc.date.issued 2006-03-03 en
dc.date.submitted 2005-03-03 en
dc.description Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. en
dc.description.abstract The purpose of this study was to evaluate the impact of a HIV/AIDS module, taught for approximately 24 hours over eight weeks in six schools, on the knowledge, behaviour and attitudes of grade 11 biology learners, and to identify problems their teachers had in teaching the module. The module contains detailed scientific content on HIV/AIDS and outcomes-based assessment activities. The answers written by each learner in a pre-, post- and retention test and questionnaire that included both open and closed questions on general and functional knowledge, attitudes and skills were analysed for significant changes. A narrative written by each learner was analysed to determine how the module had dealt with issues that affected his I her life. A structured interview was conducted with each teacher to identify difficulties he I she experienced in implementing the module. Classroom observations were used to monitor the implementation of the intervention in order to provide information to verify the findings of the tests, questionnaires, narratives and interviews. Analysis of the tests and questionnaires showed a significant improvement in the means scored in the pre, post- and retention tests. An ANOVA showed that the difference was unlikely to be attributable to chance. Narrative analysis resulted in a number of common themes being identified. The learners were profoundly glad to have been taught this information and many of them provided evidence of how the module impacted on their lives and sexual behaviour. Their knowledge has empowered and motivated them to control their own lives. The teacher interviews established some of the common difficulties that the teachers experienced in teaching the module. These were verified by the classroom observations. The main problems were the lack of facilities and limited time to teach about HIV/AIDS. en
dc.description.availability unrestricted en
dc.description.department Curriculum Studies en
dc.identifier.citation Page, J 2004, The impact of a supplemental HIV/AIDS module on the knowledge and attitudes of Grade 11 Biology learners, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/22945 > en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-03032005-133911/ en
dc.identifier.uri http://hdl.handle.net/2263/22945
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject Acquired immune deficiency syndrome (AIDS) en
dc.subject Human immunodeficiency virus (HIV) en
dc.subject HIV education en
dc.subject Biology education en
dc.subject UCTD en_US
dc.title The impact of a supplemental HIV/AIDS module on the knowledge and attitudes of Grade 11 Biology learners en
dc.type Dissertation en


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