AEGiS-07IAC: Evaluation of theory-based high school AIDS education: Impact of teacher vs. peer-led and active vs. passive education, and an HIV awareness campaign.

7th International AIDS Conference

Florence, Italy — June 16-21, 1991

Evaluation of theory-based high school AIDS education: Impact of teacher vs. peer-led and active vs. passive education, and an HIV awareness campaign.

Int Conf AIDS 1991 Jun 16-21; 7:444 (abstract no. W.D.4225)
Zimmerman RS, Langer LM, Starr R, Enzler N; Univ. of Miami, Coral Gables, FL, USA

OBJECTIVE: While there has been great emphasis on AIDS education, theories of behavior change, careful evaluation methods, and assessment of the social environment in which the educational programs are provided have been largely ignored. The current study involved a 4-hour AIDS education unit provided by the local American Red Cross Chapter to over 1,900 10th grade students as part of an experimental design. The primary research questions were: 1) Is teacher- or peer-led education more effective? 2) Is active or passive presentation more effective? And, 3) How much can an AIDS awareness campaign contribute to AIDS education? METHODS & DESIGN: A 2 (teacher vs. peer-led) X 2 (active vs. passive) X 2 (AIDS awareness support vs no support) nested experimental design was implemented in 8 high schools (approximate N=2,600 students--1900 intervention, 700 control). Leader type and presence of awareness campaign were randomized by school, and presentation style was randomized by classroom. Knowledge, attitudes, behaviors, and skills related to HIV were assessed before and immediately after the education, at 6 weeks, and 4 1/2 months.

RESULTS: Preliminary results suggest that while change in knowledge and attitudes did occur over time, few significant differences were observed by leader or format. However, there was a tendency for passive format to show a slightly more positive outcome than the active format. Further, environmental support (awareness campaign) may add to the effects of classroom education.

DISCUSSION AND CONCLUSIONS: Further research should continue to focus on variables believed theoretically important in effecting behavior change as well as careful evaluation so that future education may be more effective.

Keywords: AEGIS, Acquired Immunodeficiency Syndrome, Evaluation Studies, Program Evaluation, Health Education, Students, Awareness, Schools, HIV Infections, Curriculum, Attitude, education, nursing, ICA7
910616
WD4225