Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour

Sichangi Kasili; Daniel Patrick Kisangau; Josphert Kimatu

doi:doi:10.11648/j.ijhpebs.20160204.11

| Peer-Reviewed

Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour

Sichangi Kasili, Daniel Patrick Kisangau, Josphert Kimatu

Published in International Journal of HIV/AIDS Prevention, Education and Behavioural Science (Volume 2, Issue 4)

Received: 12 October 2016 Accepted: 5 November 2016 Published: 5 December 2016

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

HIV and AIDS is a global public health problem with 36.7 million people leaving with the virus. HIV and AIDS education is taught in Kenyan universities as an undergraduate course with the aim of reducing levels of new transmission but few studies have been conducted to determine its impact. Using questionnaires, the study was carried out to determine the differences between students who had been taken through HIV and AIDS course (experimental) and those who had not undertaken the course (control) among first year students of South Eastern Kenya University, Kitui. The Pearson Chi-Square and Fisher’s Exact tests were used to analyze data.682 students took part in the study. 291 were experimental and 391 were control while 380 were males and 302 were females. A significantly higher proportion of experimental students correctly responded to the following knowledge and awareness indicator issues: HIV spread through semen, vaginal fluid and blood (P= 0.001), there is a female condom that helps to decrease the chances of a woman getting HIV (P=0.03), a person will not contract HIV if he/she is taking antibiotics (P=0.01), taking a test for HIV one week after having sex will inform whether one has HIV or not (P=0.000) and a person can contract HIV by having oral sex (P=0.001). The following attitude, perception and practices indicators were significantly different between the two groups of students: I feel shy talking about condoms with my boy or girlfriend (P=0.02), it is a good idea for students to delay having sex until they are older or until marriage (P=0.01). Some of the differences were due to belonging to a particular gender. 7.9% and 11.8% of experimental and control students respectively had not taken an HIV test in the last one year. 86.2% and 81.8% of control and experimental student respectively appreciated teaching of HIV and AIDS in Kenyan Universities. Differences observed between control and experimental were influenced by beliefs in some myths and lack of or imbalanced HIV and AIDS education regarding transmission, management and prevention. The differences seemed to be contributed by a particular gender of the students. In order to realize the positive impact of these lessons, delivery of HIV and AIDS education content needs to be addressed. Additionally, the subject should be taught during the first semester of their first year of study. Majority of the students appreciated the importance of HIV and AIDS education in Kenyan Universities.

Published in	International Journal of HIV/AIDS Prevention, Education and Behavioural Science (Volume 2, Issue 4)
DOI	10.11648/j.ijhpebs.20160204.11
Page(s)	20-26
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

HIV and AIDS Mainstreaming, HIV Prevention, Sexual Behavour, University Students, Questionnaires

References

[1]	UNAIDS, “Global AIDS update. Joint United Nations Programme on HIV/AIDS”, Geneva, Switzerland, 2016.
[2]	Commission for Higher Education (CHE) Republic of Kenya, “Guidelines for Mainstreaming HIV and AIDS in Universities in Kenya”, UNESCO, 2013.
[3]	J. Kinsman, J. Nakiyingi, A. Kamali, L. Carpenter, M. Quigley, R. Pool, and J. Whitworth, “Evaluation of a comprehensive school-based AIDS education programme in rural Masaka, Uganda”, Health Educ Res, vol 16 (1), pp 85-100, 2001.
[4]	B. P. David, J. M. Collins and J. Leon, “Risk factor or social vaccine? The historical progression of the role of education in HIV and AIDS infection in Sub-Saharan Africa”, Prospects: Quarterly Review of Comparative Education, 38, 4, 467-486, UNESCO: Paris France 2009.
[5]	T. S. Mwamwenda, “Education level and HIV/AIDS in Kenya”, J AIDS HIV Res, vol 6 (2), pp. 28-32, 2014.
[6]	I. O. Fawole, M. C. Asuzu, S. O. Oduntan and W. R. Brieger, “A school-based AIDS education programme for secondary school children in Nigeria: a review of effectiveness”, Health Educ Res, vol 14, pp 675-683, 1999.
[7]	Ministry of Education, Science and Technology (MoEST), Republic of Kenya, “Education Sector Policy on HIV and AIDS”, Nairobi, 2013.
[8]	National AIDS control council (NACC), Kenya, “Kenya AIDS strategic framework 2014/2015-2018/2019”. pp. 19, 2014.
[9]	F. Andy, “Discovering statistics using SPSS”, Los Agelels, Sage publications Ltd. 2009.
[10]	R. O. Maranga, S. M. Muya and K. O. Ogila, “Fundamentals of HIV/AIDS: A Handbook for Students at Tertiary Institutions” Nairobi Kenya, Flora publishers, 2008.
[11]	EAC/EALP, “HIV Sero-Behavioural Study in six Universities In Kenya Study Report”, EAC/AMREF Lake Victoria Partnership (EALP) Programme, 2010.

Cite This Article

Plain Text BibTeX RIS

APA Style

Sichangi Kasili, Daniel Patrick Kisangau, Josphert Kimatu. (2016). Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour. International Journal of HIV/AIDS Prevention, Education and Behavioural Science, 2(4), 20-26. https://doi.org/10.11648/j.ijhpebs.20160204.11

Copy | Download

ACS Style

Sichangi Kasili; Daniel Patrick Kisangau; Josphert Kimatu. Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour. Int. J. HIV/AIDS Prev. Educ. Behav. Sci. 2016, 2(4), 20-26. doi: 10.11648/j.ijhpebs.20160204.11

Copy | Download

AMA Style

Sichangi Kasili, Daniel Patrick Kisangau, Josphert Kimatu. Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour. Int J HIV/AIDS Prev Educ Behav Sci. 2016;2(4):20-26. doi: 10.11648/j.ijhpebs.20160204.11

Copy | Download

@article{10.11648/j.ijhpebs.20160204.11,
  author = {Sichangi Kasili and Daniel Patrick Kisangau and Josphert Kimatu},
  title = {Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour},
  journal = {International Journal of HIV/AIDS Prevention, Education and Behavioural Science},
  volume = {2},
  number = {4},
  pages = {20-26},
  doi = {10.11648/j.ijhpebs.20160204.11},
  url = {https://doi.org/10.11648/j.ijhpebs.20160204.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijhpebs.20160204.11},
  abstract = {HIV and AIDS is a global public health problem with 36.7 million people leaving with the virus. HIV and AIDS education is taught in Kenyan universities as an undergraduate course with the aim of reducing levels of new transmission but few studies have been conducted to determine its impact. Using questionnaires, the study was carried out to determine the differences between students who had been taken through HIV and AIDS course (experimental) and those who had not undertaken the course (control) among first year students of South Eastern Kenya University, Kitui. The Pearson Chi-Square and Fisher’s Exact tests were used to analyze data.682 students took part in the study. 291 were experimental and 391 were control while 380 were males and 302 were females. A significantly higher proportion of experimental students correctly responded to the following knowledge and awareness indicator issues: HIV spread through semen, vaginal fluid and blood (P= 0.001), there is a female condom that helps to decrease the chances of a woman getting HIV (P=0.03), a person will not contract HIV if he/she is taking antibiotics (P=0.01), taking a test for HIV one week after having sex will inform whether one has HIV or not (P=0.000) and a person can contract HIV by having oral sex (P=0.001). The following attitude, perception and practices indicators were significantly different between the two groups of students: I feel shy talking about condoms with my boy or girlfriend (P=0.02), it is a good idea for students to delay having sex until they are older or until marriage (P=0.01). Some of the differences were due to belonging to a particular gender. 7.9% and 11.8% of experimental and control students respectively had not taken an HIV test in the last one year. 86.2% and 81.8% of control and experimental student respectively appreciated teaching of HIV and AIDS in Kenyan Universities. Differences observed between control and experimental were influenced by beliefs in some myths and lack of or imbalanced HIV and AIDS education regarding transmission, management and prevention. The differences seemed to be contributed by a particular gender of the students. In order to realize the positive impact of these lessons, delivery of HIV and AIDS education content needs to be addressed. Additionally, the subject should be taught during the first semester of their first year of study. Majority of the students appreciated the importance of HIV and AIDS education in Kenyan Universities.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour
AU  - Sichangi Kasili
AU  - Daniel Patrick Kisangau
AU  - Josphert Kimatu
Y1  - 2016/12/05
PY  - 2016
N1  - https://doi.org/10.11648/j.ijhpebs.20160204.11
DO  - 10.11648/j.ijhpebs.20160204.11
T2  - International Journal of HIV/AIDS Prevention, Education and Behavioural Science
JF  - International Journal of HIV/AIDS Prevention, Education and Behavioural Science
JO  - International Journal of HIV/AIDS Prevention, Education and Behavioural Science
SP  - 20
EP  - 26
PB  - Science Publishing Group
SN  - 2575-5765
UR  - https://doi.org/10.11648/j.ijhpebs.20160204.11
AB  - HIV and AIDS is a global public health problem with 36.7 million people leaving with the virus. HIV and AIDS education is taught in Kenyan universities as an undergraduate course with the aim of reducing levels of new transmission but few studies have been conducted to determine its impact. Using questionnaires, the study was carried out to determine the differences between students who had been taken through HIV and AIDS course (experimental) and those who had not undertaken the course (control) among first year students of South Eastern Kenya University, Kitui. The Pearson Chi-Square and Fisher’s Exact tests were used to analyze data.682 students took part in the study. 291 were experimental and 391 were control while 380 were males and 302 were females. A significantly higher proportion of experimental students correctly responded to the following knowledge and awareness indicator issues: HIV spread through semen, vaginal fluid and blood (P= 0.001), there is a female condom that helps to decrease the chances of a woman getting HIV (P=0.03), a person will not contract HIV if he/she is taking antibiotics (P=0.01), taking a test for HIV one week after having sex will inform whether one has HIV or not (P=0.000) and a person can contract HIV by having oral sex (P=0.001). The following attitude, perception and practices indicators were significantly different between the two groups of students: I feel shy talking about condoms with my boy or girlfriend (P=0.02), it is a good idea for students to delay having sex until they are older or until marriage (P=0.01). Some of the differences were due to belonging to a particular gender. 7.9% and 11.8% of experimental and control students respectively had not taken an HIV test in the last one year. 86.2% and 81.8% of control and experimental student respectively appreciated teaching of HIV and AIDS in Kenyan Universities. Differences observed between control and experimental were influenced by beliefs in some myths and lack of or imbalanced HIV and AIDS education regarding transmission, management and prevention. The differences seemed to be contributed by a particular gender of the students. In order to realize the positive impact of these lessons, delivery of HIV and AIDS education content needs to be addressed. Additionally, the subject should be taught during the first semester of their first year of study. Majority of the students appreciated the importance of HIV and AIDS education in Kenyan Universities.
VL  - 2
IS  - 4
ER  -

Copy | Download

Author Information

Sichangi Kasili

Department of Biology, South Eastern Kenya University, Kitui, Kenya
Daniel Patrick Kisangau

Department of Biology, South Eastern Kenya University, Kitui, Kenya
Josphert Kimatu

Department of Biology, South Eastern Kenya University, Kitui, Kenya

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Sichangi Kasili, Daniel Patrick Kisangau, Josphert Kimatu. (2016). Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour. International Journal of HIV/AIDS Prevention, Education and Behavioural Science, 2(4), 20-26. https://doi.org/10.11648/j.ijhpebs.20160204.11

Copy | Download

ACS Style

Sichangi Kasili; Daniel Patrick Kisangau; Josphert Kimatu. Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour. Int. J. HIV/AIDS Prev. Educ. Behav. Sci. 2016, 2(4), 20-26. doi: 10.11648/j.ijhpebs.20160204.11

Copy | Download

AMA Style

Sichangi Kasili, Daniel Patrick Kisangau, Josphert Kimatu. Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour. Int J HIV/AIDS Prev Educ Behav Sci. 2016;2(4):20-26. doi: 10.11648/j.ijhpebs.20160204.11

Copy | Download

@article{10.11648/j.ijhpebs.20160204.11,
  author = {Sichangi Kasili and Daniel Patrick Kisangau and Josphert Kimatu},
  title = {Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour},
  journal = {International Journal of HIV/AIDS Prevention, Education and Behavioural Science},
  volume = {2},
  number = {4},
  pages = {20-26},
  doi = {10.11648/j.ijhpebs.20160204.11},
  url = {https://doi.org/10.11648/j.ijhpebs.20160204.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijhpebs.20160204.11},
  abstract = {HIV and AIDS is a global public health problem with 36.7 million people leaving with the virus. HIV and AIDS education is taught in Kenyan universities as an undergraduate course with the aim of reducing levels of new transmission but few studies have been conducted to determine its impact. Using questionnaires, the study was carried out to determine the differences between students who had been taken through HIV and AIDS course (experimental) and those who had not undertaken the course (control) among first year students of South Eastern Kenya University, Kitui. The Pearson Chi-Square and Fisher’s Exact tests were used to analyze data.682 students took part in the study. 291 were experimental and 391 were control while 380 were males and 302 were females. A significantly higher proportion of experimental students correctly responded to the following knowledge and awareness indicator issues: HIV spread through semen, vaginal fluid and blood (P= 0.001), there is a female condom that helps to decrease the chances of a woman getting HIV (P=0.03), a person will not contract HIV if he/she is taking antibiotics (P=0.01), taking a test for HIV one week after having sex will inform whether one has HIV or not (P=0.000) and a person can contract HIV by having oral sex (P=0.001). The following attitude, perception and practices indicators were significantly different between the two groups of students: I feel shy talking about condoms with my boy or girlfriend (P=0.02), it is a good idea for students to delay having sex until they are older or until marriage (P=0.01). Some of the differences were due to belonging to a particular gender. 7.9% and 11.8% of experimental and control students respectively had not taken an HIV test in the last one year. 86.2% and 81.8% of control and experimental student respectively appreciated teaching of HIV and AIDS in Kenyan Universities. Differences observed between control and experimental were influenced by beliefs in some myths and lack of or imbalanced HIV and AIDS education regarding transmission, management and prevention. The differences seemed to be contributed by a particular gender of the students. In order to realize the positive impact of these lessons, delivery of HIV and AIDS education content needs to be addressed. Additionally, the subject should be taught during the first semester of their first year of study. Majority of the students appreciated the importance of HIV and AIDS education in Kenyan Universities.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - Mainstreaming of HIV and AIDS in Kenyan University Academic Programmes: Impact on Students’ Sexual Behaviour
AU  - Sichangi Kasili
AU  - Daniel Patrick Kisangau
AU  - Josphert Kimatu
Y1  - 2016/12/05
PY  - 2016
N1  - https://doi.org/10.11648/j.ijhpebs.20160204.11
DO  - 10.11648/j.ijhpebs.20160204.11
T2  - International Journal of HIV/AIDS Prevention, Education and Behavioural Science
JF  - International Journal of HIV/AIDS Prevention, Education and Behavioural Science
JO  - International Journal of HIV/AIDS Prevention, Education and Behavioural Science
SP  - 20
EP  - 26
PB  - Science Publishing Group
SN  - 2575-5765
UR  - https://doi.org/10.11648/j.ijhpebs.20160204.11
AB  - HIV and AIDS is a global public health problem with 36.7 million people leaving with the virus. HIV and AIDS education is taught in Kenyan universities as an undergraduate course with the aim of reducing levels of new transmission but few studies have been conducted to determine its impact. Using questionnaires, the study was carried out to determine the differences between students who had been taken through HIV and AIDS course (experimental) and those who had not undertaken the course (control) among first year students of South Eastern Kenya University, Kitui. The Pearson Chi-Square and Fisher’s Exact tests were used to analyze data.682 students took part in the study. 291 were experimental and 391 were control while 380 were males and 302 were females. A significantly higher proportion of experimental students correctly responded to the following knowledge and awareness indicator issues: HIV spread through semen, vaginal fluid and blood (P= 0.001), there is a female condom that helps to decrease the chances of a woman getting HIV (P=0.03), a person will not contract HIV if he/she is taking antibiotics (P=0.01), taking a test for HIV one week after having sex will inform whether one has HIV or not (P=0.000) and a person can contract HIV by having oral sex (P=0.001). The following attitude, perception and practices indicators were significantly different between the two groups of students: I feel shy talking about condoms with my boy or girlfriend (P=0.02), it is a good idea for students to delay having sex until they are older or until marriage (P=0.01). Some of the differences were due to belonging to a particular gender. 7.9% and 11.8% of experimental and control students respectively had not taken an HIV test in the last one year. 86.2% and 81.8% of control and experimental student respectively appreciated teaching of HIV and AIDS in Kenyan Universities. Differences observed between control and experimental were influenced by beliefs in some myths and lack of or imbalanced HIV and AIDS education regarding transmission, management and prevention. The differences seemed to be contributed by a particular gender of the students. In order to realize the positive impact of these lessons, delivery of HIV and AIDS education content needs to be addressed. Additionally, the subject should be taught during the first semester of their first year of study. Majority of the students appreciated the importance of HIV and AIDS education in Kenyan Universities.
VL  - 2
IS  - 4
ER  -

Copy | Download