ABSTRACT
This study focused on the effect of drama on junior secondary school students’ achievement in Family Life and HIV/AIDS Education (FLHE). The FLHE curriculum is new in Nigerian schools and an experiment on a new method of teaching it as well as through a carrier curriculum like English Language becomes a challenge to the core subject teacher. The purpose of this study therefore was to explore the effects of drama on the achievement of students in FLHE. The study adopted a quasi-experimental, non- equivalent control group design. The population for the study comprised all 36,922 students of JS II in all 28 public junior secondary schools within Akure South Local Government Area of Ondo State, South-West Nigeria. The sample consisted of 180 JS II students from four schools that were stratified into urban/rural sections with each having a school assigned to the treatment and control groups respectively. Instructional materials used by teachers trained for the research included training packages for both groups based on NERDC English Language/FLHE curricula and scripted process drama, ‘Police Alert’ for the experimental groups, respectively. A validated 40-item FLHE Achievement Test (FLHEAT) instrument used, sought information on gender, location, religious belief, knowledge issues on abstinence, body abuse, stigmatization/discrimination, and comprehension skills. The reliability index of the instrument using the test-retest procedure, yielded .86 after two weeks interval, with the Pearson’s Product Moment Correlation Co-efficient. 5 research questions were answered using the mean and standard deviation while the 5 null hypotheses were tested using Analysis of Co-Variance (ANCOVA) at 0.05 level of probability. Results show that the mean achievement score of the students taught FLHE using drama was greater than that of those taught using the lecture method. Tested HO1 shows that there was significant difference (p < 0.05) in the FLHE mean achievement score of the students taught using drama and that of those taught using the lecture method. Therefore, the null HO1 was rejected, while the null HO2, HO3, and HO4 failed to reject and as such were accepted, meaning that gender, location, religion each has no significant effect on students’ achievement in FLHE. HO5 as well, confirmed that the interaction effects of method on gender, location and religion were not significant on students’ achievement in FLHE (P>0.05). This research has ascertained that students’ achievement can be enhanced using process drama. Subsequently, recommendations made include the need for governments to train teachers in using process drama technique in place of other non-effective methods, and that curriculum experts should integrate process drama structures in their works.
CHAPTER ONE
INTRODUCTION
Background to the Study
Nigeria is ranked the most populous country in the black world and Africa, while the population which is her most valuable asset is said to be both the agent and beneficiary of her national developmental plans (Federal Government of Nigeria (FGN), 2003). Though growing rapidly, the population is fast losing its quality to the Human Immuno Virus and Acquired Immuno Deficiency Syndrome (HIV/AIDS) pandemic. The HIV/AIDS scourge threatening the nation’s social and economic development is plaguing this rich endowment. Nigeria was reported to have ranked second in Sub-Saharan Africa with an estimated 2.9 million persons living with HIV in 2005 and third in the world in terms of persons infected (Ondo State Government (ODSG, 2006a: 11). A look at the life expectancy of Nigerians showed a rise from 47 to 53 years between 1980 and 1995, but declined to 46.5 years in 2005 with the HIV/AIDS scourge (NPHA, 2009). The impact of HIV/AIDS on every area of human endeavour, including the educational, health, agriculture and defense sectors, among others is severe. The scourge has reduced the number of health staff and diminished economic resources. It has also reduced the supply of teachers, resources available to education and the demand for education in some states and communities as children withdraw from school in order to care for sick members of the family amidst increased family expenditure and dwindling funds (Joint United Nations Programme on AIDS (UNAIDS), 2002: 16). The United Nations Educational Scientific and Cultural Organisation (UNESCO), (2003) concluded that the quality of education is badly affected due to teachers’ absenteeism resulting from sickness or eventual death. This decline in the number of teachers results in decline output in the totality of education.
The first two cases of HIV/AIDS were recorded in Lagos, Nigeria in 1985. Since then, the spread and rise of the infection has continued sharply and steadily with the HIV sero prevalence rates from 1.8% in 1988 to 3.8% in 1994; 5.4% in 1999 and 5.8% in 2001 (UNESCO, 2003: 3). In spite of the downward trend recorded in the epidemic from 5.0% in 2003, 4.4% in 2005 to 4.6% in 2008 (ODSG, 2010: 1), Nigerians newly infected with HIV in 2005 and 2008 approximately were 300,000 and 400,000 respectively. A major cause for concern was the higher prevalence of 6.8% recorded among the age group of 15 – 49 years. The worry is justified because this group represents the nation’s workforce, which is 50% of the population, and most importantly the reproductive and economically viable segment of the society (NERDC, 2003: i). Reports from National Action Committee on AIDS (NACA) indicate that in 2009, over 2.95 million people in Nigeria were infected, out of which 278,000 were children and 1.72 million (58.3 percent) females. The Federal Ministry of Women Affairs and Social Development, in its Orphan and Vulnerable Children National Plan of Action (2006-2010) reported that 1.8 million children were orphaned by AIDS in Nigeria in 2003, while the Federal Ministry of Health, in the 2008 HIV sentinel survey report, gave the figure to be 2.23 million (FGN, 2003, 2009). The number of children orphaned by AIDS will continue to rise in the next decade if drastic steps are not taken to stem the spread.
The pressing concern of the Nigerian government has always been the provision of better quality life, improvement of the living conditions of the people as well as harnessing available human and material resources.
In responding to the threat of HIV/AIDS pandemic, the Nigerian government through the Federal Ministry of Health adopted a plan of action that “when followed through, will put the country on a recovery path to social and economic recovery” (FGN, 2003: viii). One of such policies is the National Policy on HIV/AIDS and Sexually Transmitted Infections (STI) adopted in 1997. In 2003, this policy document was revised to reflect the need for “multi-sectorial efforts to control the epidemic and its effects; (and to) accept that all Nigerians must together accept responsibility for prevention of HIV transmission, the care and support of those affected by the virus” (FGN, 2003: ix), among other strategies. Again, NPHA was reviewed in 2009 to further strenghten the national intervention strategies through improvement on the previous ones, evaluation of current position, what to achieve in the future, commitment to play the leadership and ownership role in reaching the goals of universal access in halting and reversing the HIV epidemic
The priority accorded education as the “window of hope” is crucial because according to the World Bank, (2002: 4), it is the “major engine of economic and social development… and a proven means to prevent HIV/AIDS”. The reasons for this conclusion are that for a country, education drives the future, is pivotal to the achievement of several of the Millennium Development Goals and has been proven to provide protection against HIV infection. It is among the most powerful tools for reducing children’s vulnerability and offers ready-made infrastructure for delivery of the HIV/AIDS prevention efforts to large numbers of the uninfected population in the school and to youths who constitute the age group most at risk (The World Bank, 2002: 4 – 5). The World Bank also posits that children aged 5 – 14 years represent one window of opportunity in stemming the spread of HIV, when protected. Education becomes a veritable tool for the school children to be protected before they reach the peak vulnerable years. At age 11 – 16, the secondary school learners become teenagers and young adolescents, who start to experience body changes. Due to biological changes and growing reproductive features, these learners become aware of their sexuality and are prone to experimenting with their bodies. The youths, 15 – 24 years, therefore represent a second window being the high-risk group with 60% of all new HIV infections in Nigeria (NERDC, 2003: i). Education can yield maximum result in reducing the ignorance, confusion and risky experiences among the secondary school youths and in the combat of HIV/AIDS scourge particularly in the absence of curative vaccines or drugs. This protection will be reinforced by early training that promotes healthy life styles and avoidance of risky behaviours (World Bank, 2002: 5).
Nigeria’s response to international calls for the eradication of illiteracy by 2015 gave birth in 1999, to the Universal Basic Education Programme (UBE). The agency responsible for its coordination, the Universal Basic Education Commission (UBEC), was created through the UBE Act, 2004 (UBE, 2004: 1). The scope of the UBE is all inclusive in matters that cover the nine years of basic education and has within its ambit, programmes and initiatives for the formal school system from the beginning of primary education to the end of junior secondary school (UBE Digest, 2006: 9). The UBEC collaborated with the Nigerian Educational Research and Development Council (NERDC) to develop a new, acceptable, culturally sensitive, National Family Life and HIV/AIDS Education (FLHE) curriculum with the main goal as “promotion of awareness and prevention of HIV/AIDS” (NERDC, 2003: i). The objectives of FLHE include, to assist individuals in having a clear and factual view of humanity; provide individuals with information and skills necessary for decision-making about their sexual health; change and affect behaviour on humanity and prevent the occurrence and spread of HIV/AIDS. FLHE is therefore defined by the NERDC, as “a planned process of education that fosters the acquisition of factual information, formation of positive attitudes, beliefs and values as well as development of skills to cope with the biological, psychological, socio-cultural and spiritual aspects of human living” (NERDC, 2003: iii).
The objectives of FLHE are similar to that of AIDS Education. Oroge and Familusi in NERDC (1993: 43) defined AIDS Education (AE) as the “total package of information and activities describing the causes, effects, prevention, empathy for AIDS/STDs patients, lack of cure of HIV/AIDS with the challenge of changing people’s behaviour”. They opined further that the main objective of the AIDS education is to promote behaviours that prevent the transmission of AIDS/STDs, as well as correct reactions to and associations with HIV/AIDS/STDs infected individuals (p. 44). Also considered important to this is the fact that students will be provided appropriate information needed for risk-free courtship and married life. The knowledge, attitude and behaviour so gained and formed will be reinforced over time, as they grow into adults. Similarly, Family Life Education (FLE) according to NERDC (1993: 12) is the “study of attitudes and skills related to dating, marriage, parenthood, family health and later life of the family as a socio-cultural and economic unit in the society”. It is further described as an educational process designed to assist people in their physical, social, emotional and moral development as they prepare for adulthood, marriage, etc. Family Life (FL) on the other hand is concerned with, among other things, the relationship between family members and their respective roles and functions which extend to patterns of production. Family Life Education (FLE) was added as a necessary component to the population education programme (PEPN) when Nigeria realised through the NERDC, that the family is crucial and central to the national population progamme (NERDC, 1995: 12 – 14). In the context of this study, FLHE is operationally defined as a programme package that is directed at increasing people’s awareness towards a healthful family living and eradication of HIV/AIDS.
The Family Life and HIV/AIDS Educationcurriculum in Nigeria was developed through an inclusive, representative and participatory process. The curriculum is premised on five broad themes, based on the five major strategies of achieving HIV/AIDS policy goal, principle, objectives and targets. These themes and the relevant topics are (I) Human Development: Puberty and Body Image. (II) Personal Skills: Values, Effective Communication, Assertiveness, Negotiation, Decision-making, Goal Setting, Self Esteem, and Finding Help. (III) HIV Infection: Sexually Transmitted Infections (STI) and HIV/AIDS, Abstinence, and Body abuse. (IV) Relationships: Families, Friendship, Love, Relationship with larger society, and Understanding risky friendship influence; and (V) Society and Culture: Gender roles, Rights, Religion, Diversity, Society, Arts, Law, Media and other socio-cultural factors that predispose one to HIV Infection. The curriculum is teacher-friendly as it is structured to guide the teacher towards the basic information and activities needed by learners for a fundamental knowledge of HIV/AIDS. The activities are also stated to encourage innovative implementation by the teachers. Features of the curriculum include Background Information (Preface and Introduction). It is spirally arranged in the order of Topics; Performance Objectives; Contents; Activities (teacher/students); Teaching and Learning materials; and Evaluation Guide (Appendix C). The FLHE curriculum like every other curriculum, is a process of instruction, designed, executed, experienced and measured for the study of a healthful family living and HIV prevention towards a positive change of attitude to achieve better quality life and HIV free society.
