Biblio

This research has been undertaken with the main objective of investigating whether HIV/AIDS education is incorporated in the secondary school curriculum. To this end, the contents of selected textbooks were critically analyzed as part of curriculum analysis. Textbooks were also analyzed against the elements of HIV/AIDS education set by WHO (2000). Furthermore, classroom observation was made to analyze the mode of delivery of HIV/AIDS education by the existing contents. The collected data were analyzed by using both qualitative and quantitative techniques. The result of study revealed that the textbooks of secondary school curriculum were ill-equipped with the essential elements of HIV/AIDS education in a way they can bring about the necessary behavioral changes on the part of the learners. It also revealed that the existing contents have been geared towards more of the cognitive aspect than that of affective one. The observation made on the mode of delivery by the existing contents of HIV/AIDS education in the curriculum also indicated that it was leading students to recall pieces of information than creating meaningful interaction or learning about HIV/AIDS in the classroom. The study also found that the existing contents of HIV/AIDS deal more on explaining the severity of HIV/AIDS than focusing on the how of prevention and mechanism of controlling it. Besides, there was no link or integration between mini Medias, HIV/AIDS clubs and classroom learning of HIV/AIDS in the school and as a result the lesson on HIV/AIDS is becoming boring and redundant. Thus, it is recommended that the HIV/AIDS education needs to be comprehensive in a way that it leads learners to interact meaningfully in the classroom than encouraging merely retrieval of pieces of information. What is more, there needs to be an integrated effort among HIV/AIDS clubs, Medias and classroom learning so as to make HIV/AIDS education attractive and exciting to the students.