Doctoral Degrees (Educational Psychology)

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Browsing Doctoral Degrees (Educational Psychology) by Subject "AIDS (Disease) -- Study and teaching -- South Africa"

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    High school learners’ experiences of learning about HIV and AIDS
    (Stellenbosch : Stellenbosch University, 2020-12) Tyilo, Phelicia Nonzukiso; Carolissen, Ronelle; Daniels, Doria; Stellenbosch University. Faculty of Education. Educational Psychology.
    ENGLISH SUMMARY : The silence around learners’ voices and perspectives and their process of learning about the human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) motivated this study. Significant research has been conducted into HIV and AIDS education. This includes research on school-based programmes to support learners, preparing teachers to implement Life Orientation, learners’ views of HIV and AIDS and their well-being, how school children perceive gender influence, and how orphaned learners experience care and support in the context of HIV and AIDS. Despite the studies being conducted to access learners’ voices, little is said about experiences of learners when learning about HIV and AIDS in formal and informal contexts. This study, therefore, created a platform where learners in Grade 10 could share their experiences of learning about HIV and AIDS both in schools and in informal contexts. Social learning theory and ecological systems theory were the main theories that guided the study because they both emphasise the mutual influence of the individual and environment in the learning process. The study adopted an interpretive paradigm within which a qualitative research methodology was used. Since the study explored learners’ experiences, case study design was chosen to explore the phenomenon under investigation. Research participants were selected through purposive sampling to ensure that selected participants were knowledgeable about the phenomenon under study. In this case, Grade 10 learners from two selected schools were chosen for the study. Data was collected through classroom observation, focus group interviews and semi-structured interviews. I used multiple data collection methods for methodological triangulation to ensure that the study would be trustworthy and credible. The study shows that when learners learn about HIV and AIDS, there are knowledge-generation sites from formal and informal contexts that influence their learning. The formal curriculum influences the learners when learning about HIV and AIDS both positively and negatively. Some learners still face challenges when learning about HIV and AIDS as teachers and parents are not willing to talk to them openly about HIV and AIDS. Some learners also indicated that when they had an ‘older teacher’ teaching them about HIV and AIDS, they were uncomfortable, and this affected their participation in class. Despite the challenges they experienced, learners also indicated that they had The silence around learners’ voices and perspectives and their process of learning about the human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) motivated this study. Significant research has been conducted into HIV and AIDS education. This includes research on school-based programmes to support learners, preparing teachers to implement Life Orientation, learners’ views of HIV and AIDS and their well-being, how school children perceive gender influence, and how orphaned learners experience care and support in the context of HIV and AIDS. Despite the studies being conducted to access learners’ voices, little is said about experiences of learners when learning about HIV and AIDS in formal and informal contexts. This study, therefore, created a platform where learners in Grade 10 could share their experiences of learning about HIV and AIDS both in schools and in informal contexts. Social learning theory and ecological systems theory were the main theories that guided the study because they both emphasise the mutual influence of the individual and environment in the learning process. The study adopted an interpretive paradigm within which a qualitative research methodology was used. Since the study explored learners’ experiences, case study design was chosen to explore the phenomenon under investigation. Research participants were selected through purposive sampling to ensure that selected participants were knowledgeable about the phenomenon under study. In this case, Grade 10 learners from two selected schools were chosen for the study. Data was collected through classroom observation, focus group interviews and semi-structured interviews. I used multiple data collection methods for methodological triangulation to ensure that the study would be trustworthy and credible. The study shows that when learners learn about HIV and AIDS, there are knowledge-generation sites from formal and informal contexts that influence their learning. The formal curriculum influences the learners when learning about HIV and AIDS both positively and negatively. Some learners still face challenges when learning about HIV and AIDS as teachers and parents are not willing to talk to them openly about HIV and AIDS. Some learners also indicated that when they had an ‘older teacher’ teaching them about HIV and AIDS, they were uncomfortable, and this affected their participation in class. Despite the challenges they experienced, learners also indicated that they had positive experiences. Some learners indicated the positive influence that the community has through non-governmental organisations facilitating reproductive health workshops for young people. The role that parents and family members play in some families has been commendable in enhancing learners’ learning of HIV and AIDS. Furthermore, in some instances where parents are silent about HIV and AIDS, learners found teachers and peer-facilitated sessions to be the reliable sources in their learning about HIV and AIDS. The findings of this study suggest that when learners learn about HIV and AIDS, messages that are conveyed have to be diversified to deepen learners’ knowledge about HIV and AIDS. The collaboration between school, community centres and other stakeholders is encouraged through awareness workshops that empower young people both in schools and informal contexts. In-service and pre-service teacher education should also advocate that Life Orientation teachers adopt participatory teaching methods, especially in the context of HIV and AIDS education.