This study examined if disclosure to their spouses by married women living with HIV/AIDS resulted in conflicts. Fifty-seven women completed a questionnaire on conflict indicators. While 93% disclosed their status within 6 months of diagnosis, 12.3% did so through a third party. More than thirty-six percent (36.8%) confirmed that disclosure led to conflict. Although 19.3% had their conflicts resolved through a third party, 10% suffered separation. Marital status and fear of stigma significantly influence time to disclose (p <.01 and p <.05), while type of marriage strongly influences whether status will be disclosed (p <.01). Programs for women with HIV should consider conflicts that may arise from disclosure.

The dichotomy in the distribution of educational opportunities across African countries has become a recurring phenomenon between rural and urban communities. However, the remote and rural communities seem to be bearing the brunt of uneven access to quality education than cities. Thus, improving access to quality education in remote areas where educational advantages are scarce or not available remains a great challenge in Nigeria. This study, therefore, investigated the influence of access factor (AF: Physical Access-PA and Economic Access-EA) on Quality of Secondary Education (QSE) in remote areas of Southwestern Nigeria (RASN). The study was located within a post-positivist paradigm that incorporated the convergent parallel design. The multi-level mixed methods sampling technique was adopted in selecting 467 secondary school graduates. Six participants for the Key Informant Interviews comprised three principals and three senior officials from the Teaching Service Commission and Ministry of Education from three selected states in Southwestern Nigeria. Secondary School Graduate Aptitude Test (SSGAT) and Secondary School Graduate Access Questionnaire (SSGAQ) instruments were used for data collection. Quantitative data were analyzed using descriptive statistics and Pearson Product Moment Correlation, while qualitative data were analyzed with content analysis. The access factor with physical access (67.3percent) and economic access (61.3percent) influenced QSE. The study concluded that enhancing access to QSE should be improved in RASN.

Recent Studies have investigated the influence of the resource factor on the quality of secondary education (QSE) in Nigeria. However, the research on the resource factor as a predictor of quality of secondary education in rural communities of Southwestern Nigeria remains scanty. This study, therefore, investigated the contributions of the resource factor (RF: Resource Adequacy-RA and Resource Utilization-RU) to QSE in rural communities of Southwestern Nigeria (RCSN). The study was located within a pragmatic paradigm that incorporated the convergent parallel design in the collection, analysis and interpretation of the qualitative and quantitative data. The multi-level mixed methods sampling technique was adopted in selecting 467 secondary school graduates, while total enumeration technique was adopted in selecting 134 teachers. Six participants for the Key Informant Interviews comprised three principals and three senior officials from the Teaching Service Commission and Ministry of Education from three selected states in southwestern Nigeria. Two research questions were raised, and one hypothesis was formulated for the study. Two research instruments, namely, the Secondary School Graduate Aptitude Test (SSGAT) and Resource Factor Teachers’ Questionnaire (RFTQ), with reliability coefficients of 0.715 and 0.853, respectively, were used for the study. Quantitative data were analyzed using descriptive statistics and Pearson Product Moment Correlation, while qualitative data were analyzed with content analysis. The resource factor with resource adequacy (x=2.50)  and resource utilization (x=2.77) influenced QSE. The resource factor (r=0.75) had a negative significant relationship with QSE. The study affirmed that addressing resource inequality in rural communities is urgently required to stem the ebbing tide of quality secondary education in Nigeria.

No abstract

Achieving the Quality of Secondary Education seems to have assumed a frightening dimension in South-Western Nigeria. This study, therefore, investigated the contributions of the policy factors (PF: Recruitment and Selection-RS, Salary and Compensation-SC and Training and Development-TD) to the Quality of Secondary Education (QSE) in the rural communities of South-western Nigeria (RCSN). The data were collected via a Secondary School Graduate- Aptitude Test (SSGAT) instrument from 467 secondary school graduates; and a total enumeration technique was adopted for the data collected from 134 teachers from 9 rural secondary schools. Six participants were purposely selected for the Key Informant Interviews, which comprised three principals and three senior officials from the Teaching Service Commissions and the Ministries of Education. Three research questions were developed, and one hypothesis was formulated for the study. The study was located within a post-positivist paradigm that incorporated the convergent parallel design in the collection, analysis, and interpretation of the qualitative and quantitative data. The data generated were analysed using descriptive statistics and a Pearson-Product Moment Correlation at the 0.05 level of significance; while the qualitative data were analyzed thematically. The RS ( =3.08 ± 0.82), SC ( =2.72 ± 0.90) and TD ( =2.62 ± 0.83) strongly influenced the QSE in RCSN. The PF (r=0.75) had a negative significant relationship with QSE. The study concluded that urgently addressing the policy issues is highly essential in revamping the QSE in RCSN.