Spontaneous Collaborative Group Approach and REFLECT as Teaching Strategies for the Improvement of Pupils’ Attitudes toward HIV/AIDS Education

Abstract

This study investigated the effects of two participatory teaching strategies (Spontaneous Collaboration Group Approach, (SCGA) and Regenerated Freirean Literacy through Empowering Community Techniques (REFLECT )) on pupils’ attitudes toward HIV/AIDS Education in Ogun State, Nigeria within the blueprint of a pretest posttest non-randomised control group quasi-experimental design. Combination of cluster and simple random sampling techniques were used to select one intact class each from nine public primary schools and the sample consisted of three hundred and ninety-nine (N=399) pupils. Two instruments were developed and used for data collection namely: Pupils’ HIV/AIDS Education Attitude Questionnaire (PHAEAQ, r = 0.79) and Academic Ability Test (AAT, r =0.71). Three research questions were raised and tested and data collected were analyzed using analysis of covariance at 0.05 level of significance. The result revealed that participatory teaching strategies were appropriate in enhancing pupils’ attitudes toward HIV/AIDS education and the choice of appropriate instructional strategies could change the attitude of pupils about HIV/AIDS and consequently, make them to be aware of the evil effects of the disease. It was therefore recommended that REFLECT and spontaneous collaboration group approaches should be adopted in teaching HIV/AIDS–related issues in primary schools.

Keywords: participatory instructional strategies, HIV/AIDS education, pupils’ attitudes