Attitude of Students and Teachers Towards the Venereal Diseases With Emphasis on HIV/AIDS in Some Selected Secondary Schools in Owo Local Government Area
Chapter One
Objective of the study
The objective of this study is to examine the attitudes of students and teachers toward venereal diseases, with emphasis on HIV/AIDS, in selected secondary schools in Owo Local Government Area of Ondo State.
The specific objectives are to:
- Assess the level of knowledge students and teachers have about venereal diseases, particularly HIV/AIDS.
- Examine the attitudes of students toward people living with HIV/AIDS (PLHIV) in the selected secondary schools.
- Investigate the attitudes of teachers toward PLHIV in the selected secondary schools.
- Identify the misconceptions and myths held by students and teachers regarding the transmission and prevention of HIV/AIDS.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Attitude
Attitude refers to an individual’s consistent manner of thinking, feeling, and behaving toward people, objects, events, or situations. It represents a psychological tendency expressed by evaluating a particular entity with some degree of favor or disfavor (Eagly & Chaiken, 2007). Attitudes are not innate; rather, they are learned through experiences, social interactions, and exposure to various environmental stimuli (Ajzen, 2005).
Scholars generally agree that attitudes consist of three key components—cognitive, affective, and behavioral—often referred to as the ABC model. The cognitive component involves beliefs and thoughts about the object of the attitude; the affective component reflects emotional responses; and the behavioral component relates to the predisposition to act in a certain way (McLeod, 2019). For example, a student’s positive attitude toward mathematics may include the belief that mathematics is useful (cognitive), enjoyment in solving problems (affective), and the decision to spend more time studying it (behavioral).
Attitudes play a crucial role in shaping human behavior, as they influence decision-making, interpersonal relations, and motivation. According to Fishbein and Ajzen’s (2010) Theory of Planned Behavior, attitudes toward a behavior, combined with subjective norms and perceived behavioral control, predict the likelihood of performing that behavior. This implies that understanding individuals’ attitudes can provide valuable insights into predicting and influencing their actions.
Furthermore, attitudes can be explicit consciously held and reported or implicit subconscious and automatic. This distinction is important in educational, organizational, and social contexts, as implicit attitudes may subtly influence behaviors in ways individuals do not openly acknowledge.
In essence, attitudes are central to understanding human thought and behavior, serving as a bridge between internal psychological states and observable actions (Bohner & Dickel, 2011).
CHAPTER THREE
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METHODOLOGY
Research Design
This study adopted the descriptive survey research design. This design was considered appropriate because it allows for the collection of data from a sample population to describe and interpret existing attitudes, perceptions, and knowledge without manipulating any variables. According to Creswell (2014), descriptive surveys are useful in obtaining factual information and identifying prevailing conditions, making them suitable for assessing the attitudes of students and teachers towards venereal diseases, with emphasis on HIV/AIDS.
Population of the Study
The population of this study comprised all teachers and senior secondary school students in public secondary schools within Owo Local Government Area of Ondo State, Nigeria. According to the Ondo State Ministry of Education (2023) school census report, there are 15 public secondary schools in the LGA, with an estimated 350 teachers and 4,200 senior secondary school students.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
Introduction
This chapter presents and analyses the data collected from the respondents on the Attitude of Students and Teachers towards Venereal Diseases with Emphasis on HIV/AIDS in Some Selected Secondary Schools in Owo Local Government Area. The data were analyzed in line with the research questions earlier stated in Chapter One. Descriptive statistics such as frequency counts, percentages, means, and standard deviations were used for analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary of Findings
This study investigated the attitudes of students and teachers towards venereal diseases, with a particular emphasis on HIV/AIDS, in selected secondary schools in Owo Local Government Area. The research aimed to assess the level of knowledge of both students and teachers about venereal diseases, identify their attitudes toward people living with HIV/AIDS (PLHIV), and examine misconceptions or myths that may influence these attitudes.
Findings revealed that while a significant number of students and teachers had heard about venereal diseases, particularly HIV/AIDS, there were notable gaps in comprehensive knowledge. Many respondents demonstrated awareness of basic transmission modes (e.g., unprotected sexual intercourse, sharing of unsterilized needles), but misconceptions persisted — such as beliefs that HIV could be transmitted through casual contact, mosquito bites, or sharing eating utensils.
Regarding attitudes, a considerable portion of students expressed sympathetic and supportive views toward PLHIV, emphasizing the need for compassion, inclusion, and anti-stigma measures. However, a minority still showed discriminatory tendencies, preferring limited contact with PLHIV or believing they should be segregated in certain school activities. Teachers generally demonstrated more positive and informed attitudes, often advocating for health education and integration of PLHIV into normal school life. Nonetheless, a few teachers still held subtle biases or hesitations about close interaction.
The study also found that both students and teachers recognized the importance of sex education and awareness campaigns but felt that existing school-based health education programs were insufficient in addressing myths, stigma, and the psychosocial needs of PLHIV.
Conclusion
The research concludes that although awareness of venereal diseases, especially HIV/AIDS, is relatively high among students and teachers in Owo Local Government Area, significant knowledge gaps and persistent misconceptions still exist. These gaps directly influence attitudes, with misinformation often contributing to subtle or overt stigma against PLHIV.
Teachers, by virtue of their training and experience, tend to hold more positive and informed attitudes, but they are not entirely free from biases. Students, while showing compassion in many cases, are more susceptible to peer influence and misinformation. Addressing these gaps requires a structured and consistent health education program that integrates accurate scientific knowledge with values of empathy and social responsibility.
Recommendations
Based on the findings, the following recommendations are made:
- The curriculum should be reviewed to include comprehensive, age-appropriate, and scientifically accurate information on venereal diseases, particularly HIV/AIDS.
- Schools should collaborate with health agencies to organize seminars, workshops, and interactive sessions to dispel myths and correct misconceptions.
- Teachers should receive periodic in-service training on sexual health education and stigma reduction strategies to ensure they can effectively pass on accurate information.
- Peer educators should be trained among students to promote positive attitudes and accurate knowledge about HIV/AIDS, leveraging the influence of peers in shaping perceptions.
- Schools should develop policies to provide counseling and emotional support for PLHIV, promoting inclusion and safeguarding against discrimination.
REFERENCES
- Adebayo, A. M., & Osho, F. A. (2019). Urban-rural differences in HIV/AIDS-related knowledge and attitudes among secondary school students in Ondo State, Nigeria. African Journal of Reproductive Health, 23(1), 92–104.
- Adeoye, A. O., Anfara, V. A., & Omisore, A. G. (2018). Secondary school students’ attitudes toward HIV/AIDS in Osun State, Nigeria. Journal of Health Education Research & Development, 6(2), 1–7. https://doi.org/10.4172/2380-5439.1000258
- Ampofo, J. A., & Boafo, I. M. (2020). Teachers’ attitudes towards integrating HIV/AIDS education in Ghanaian basic schools. Sex Education, 20(5), 531–546. https://doi.org/10.1080/14681811.2019.1696923
- Eze, P. (2016). Teachers’ knowledge and attitudes towards HIV/AIDS education in Enugu State, Nigeria. Nigerian Journal of Clinical Practice, 19(6), 782–789. https://doi.org/10.4103/1119-3077.185760
- Maughan-Brown, B., Spaull, N., & Nyembe, T. (2019). HIV-related stigma among South African youth: Results from the Fifth South African National HIV Prevalence, Incidence, Behaviour and Communication Survey. AIDS Care, 31(8), 904–911. https://doi.org/10.1080/09540121.2019.1587360
