Hiv/Aids

Abstract

Introduction: Nigeria has one of the highest proportions of cases of HIV/AIDS globally. This burden is more pronounced in the younger population which includes secondary school students (SSS). We set out to determine the level of family communication among SSS in Zaria metropolis. Subjects and Methods: We carried out a cross-sectional study among 73 randomly selected students. Data were obtained with a semi-structured, pretested, self-administered questionnaire. Descriptive statistics were used to present data at the univariate level while Chi-square or Fisher's exact test was employed to identify the relationship between non-numeric variables with a 5% level of significance. Results: The mean age (± standard deviation) was 16.1 ± 1.1 years. Majority have heard 60 (82.2%) and have good knowledge 55 (75.3%) of family communication. There was an overall positive attitude as 44 (60.3%) believe it helps prevent HIV/AIDS and 57 (78.1%) believe it is very important and should be encouraged. Most (57 [78.1%]) have had family communication, with mother as the preferred partner 49 (86%). HIV/AIDS (44 [77.2%]) was the major issue discussed. We out that found the knowledge of family communication was significantly associated with its practice (P = 0.018). Conclusion: Awareness, knowledge, attitude, and practice of family communication were good among respondents. Father's educational level and knowledge of family communication were significantly associated with its practice among respondents. More studies are required to evaluate the determinants of the practice of family communication.

Effect of Computer Simulation on Senior High School Students’ Conceptual Understanding of Chemical Bonding

“…Teachers are quick to blame students for not doing well in class tests and often times attribute it to the students' inability to learn rather than looking at the problem in a broader perspective by reviewing their own teaching pedagogy. Nevertheless, a large proportion of science teachers still resort to the use of traditional/lecture method rather than the activity-oriented or student-centred strategies such as demonstration, problem-solving and others (Olorukooba, 2001). A number of activity-oriented instructional strategies have been advocated by curriculum designers and science educators to help improve secondary school science students' performance (Eniayeju, 2010).…”