N.J.A COLLEGE OF EDUCATION USING VISUAL AIDS AND MULTIMEDIA RESOURCES TO HELP PUPILS DISCOVER THE STAGES OF HIV INFECTIONS AND THE ASSOCIATED SYMPTOMS IN BUSA M/A TENDAMBA JHS ABDULAI FATIMA 2023 CHAPTER ONE INTRODUCTION 1.0 Background of the Study Human Immunodeficiency Virus (HIV), the virus that causes Acquired Immune Deficiency Syndrome (AIDS), is a slow acting retrovirus. HIV is transmitted by unprotected sexual intercourse, contaminated blood used for blood transfusions, needles contaminated with HIV, prenatally/perinatally, and by breastfeeding (Alexander, 2019). By the end of 2007, an estimated 33 million people worldwide were living with HIV of which 2.7 million were new infections and there were two million HIV/AIDS related deaths. Young people between the ages of 15 and 24 years accounted for 45% of new HIV infections worldwide (Zinyemba, Pavlova & Groot, 2019) The primary mode of transmission of HIV in the Caribbean is through heterosexual contact although the virus is also spread through homosexual and bisexual contact, and to a small extent, intravenous drug use (Zinyemba et al., 2019). Since that time, every country or island in the Caribbean has residents that are either HIV positive or have a diagnosis of AIDS (Penn Medicine, 2022). Seventy percent of the HIV/AIDS cases in the English-speaking Caribbean occur in the age group 15 to 44 years old (Zinyemba et al., 2019). Research published in 2002 indicated that life issues that are of concern for the adolescent population of Tobago include limited resources and information about sexual health (Abubakar et al., 2016). In 2005, six females between the ages of 10 to 14, 49 females between the ages of 15 to 19, and eight males between the ages of 15 to 19 tested HIV positive (Sime et al., 2018). By the end of the third quarter of 2007, no 2 teenagers 10–14 years of age were diagnosed with HIV, but in the 15–19 age group, 2 males and 14 females tested positive for HIV (Sime et al., 2018). Adolescents view themselves as being unique and as such immune to disease and death. their thinking is that something bad will happen to someone else, not me (Elkind, 1967 cited in Alexander, 2019). In the case of HIV/AIDS, adolescents may view others as being vulnerable to the disease while they are invulnerable. This personal fable can lead the adolescent to engage in risky behaviour and/or not use precautions when engaging in sexual activity. Teenagers often do not plan their first sexual experience; it simply happens. The fact that sexual intercourse just “happens” indicates that the teenager was not prepared for the activity and more than likely has not taken precautions to prevent pregnancy or the transmission of disease (Zinyemba et al., 2019). In a preliminary interaction with Basic 8 pupils of Busa Tendamba M/A JHS, most of them indicated that they received information about HIV/AIDS from the radio, local television broadcasts, posters/pamphlets, and public health/social workers. While students reported receiving information about HIV/AIDS in the school, the content of the information was not ascertained. While the incidence of HIV/AIDS is currently comparatively low in teenagers, it is important to increase pupils understanding and awareness of HIV regarding the stages of HIV infection and the associated symptoms. 1.1 Perceived Problem The researcher discovered that there is limited effectiveness of traditional methods of teaching about HIV infections in JHS settings. The researcher further perceived that the traditional approaches, such as lectures or textbook-based learning, may not sufficiently engage and educate pupils about the stages of HIV infections and the associated 3 symptoms. This can lead to misconceptions, inadequate knowledge, and potential gaps in understanding among JHS pupils regarding HIV. 1.2 Diagnoses Lack of Engagement and Interest: Traditional teaching methods, such as lectures or textbook-based learning, may fail to engage and capture the interest of Busa Tendamba M/A JHS pupils when it comes to understanding the stages of HIV infections and the associated symptoms. This lack of engagement can lead to limited attention, reduced motivation, and decreased retention of information. Therefore, addressing the perceived problem, it is important to note that further validated through research and empirical evidence is vital, necessitating the conduction of this study. 1.3 Statement of the Study HIV is a significant global health concern, and education plays a crucial role in prevention and control. However, traditional teaching methods in Busa Tendamba M/A Junior High School settings may fail to effectively engage and educate pupils about the stages of HIV infections and the associated symptoms. This can lead to misconceptions, inadequate knowledge, and potential gaps in understanding among JHS pupils regarding HIV. Investigating this problem is essential as it aims to enhance pupils' understanding and awareness of the stages of HIV infections and the associated symptoms. By utilizing visual aids and multimedia resources, educators can create an interactive and engaging learning environment that promotes accurate comprehension, retention of knowledge, and effective HIV prevention strategies among Busa Tendamba M/A JHS pupils. 4 1.4 Purpose of the Study The main purpose of the research is to help Busa Tendamba M/A Junior High School pupils to discover to discover the stages of HIV infections and the associated symptoms using objectives of using visual aids and multimedia resources. 1.5 Objectives of the Study The objectives of this study are; 1. To identify the challenges pupils face in understanding the stages of HIV infection. 2. To increase pupils’ awareness and understanding of the stages of HIV infection using visual aids such as posters, diagrams, and infographics to enhance pupils' comprehension and retention of the information. 3. To help pupils recognize and understand the associated symptoms of HIV infection at each stage using visual aids and multimedia resources. 1.6 Research Questions The following research questions are formulated to guide the conduction of the study. 1. What difficulties do pupils face in understanding the stages of HIV infection? 2. How would visual aids such as posters, diagrams, and infographics enhance pupils' comprehension and retention of the stages of HIV infection? 3. How would visual aids and multimedia resources aid pupils to recognize and understand the associated symptoms of HIV infection at each stage? 1.7 Significance of the Study Education plays a crucial role in HIV/AIDS prevention. By using visual aids and multimedia resources, the study help raise awareness among Busa Tendamba M/A JHS pupils and other pupils in other basic schools in Ghana about the risks, transmission 5 methods related to HIV infections. This knowledge may empower pupils to make informed decisions and adopt safe behaviors to protect themselves and others. Additionally, the findings of the study are also anticipated to promotes the practical application of knowledge. The findings may increase pupils’ awareness and understanding in order to aid them develop skills to educate their peers, families, and communities about HIV infections, leading to a multiplier effect in spreading awareness and prevention strategies. Finally, the outcomes of the study will inform educators, curriculum developers, and policymakers on the importance of incorporating visual aids, such as posters, diagrams, and infographics, along with multimedia resources, including videos and interactive presentations into HIV/AIDS education programs, ultimately contributing to more effective and engaging teaching practices in JHS settings. 1.8 Delimitation of the Study Geographical, the study will focus on a Busa Tendamba M/A JHS within the Wa municipality of Upper West Region. The findings may not be applicable to JHS settings in other areas of countries, as educational contexts, cultural norms, and resources can vary. The study is primarily focus on the stages of HIV infections and the associated symptoms, limiting the exploration of other aspects related to HIV prevention, testing, treatment, and psychosocial aspects. The findings may not encompass a comprehensive understanding of HIV/AIDS. 1.9 Limitations of the Study One limitation of the study is that, the availability and quality of visual aids and multimedia resources limited access to technology, reliable internet connectivity, or upto-date multimedia resources could affect the study's implementation and outcomes. 6 Another limitation is that the findings of the study is specific to only Busa Tendamba M/A JHS setting where the research is conducted. The results may not be easily generalized to other schools or regions as educational context, resources, and student populations can vary. 7 CHAPTER TWO LITERATURE REVIEW 2.0 Introduction This chapter focuses on review of literature. The review is organised and presented in the following subheading: Meaning of HIV, stages of HIV Infections, symptoms of HIV difficulties Pupils face in understanding the stages of HIV Infection, 2.2 Meaning of HIV According to Vidya Vijayan et al. (2017), HIV (Human Immunodeficiency Virus) is a viral infection that attacks the immune system, specifically targeting the Clusters of differentiation 4 (CD4) cells (CD4 are white blood cells that fight infection), which play a crucial role in defending the body against infections and diseases. The authors explains that HIV is primarily transmitted through certain body fluids, including blood, semen, vaginal fluids, and breast milk. The most common modes of transmission are through unprotected sexual intercourse, sharing contaminated needles or syringes, and from an HIV-positive mother to her child during pregnancy, childbirth, or breastfeeding (Sime et al., 2018). According to Sime et al. (2018), once a person becomes infected with HIV, the virus replicates and gradually weakens the immune system, leading to a progressive deterioration of the body's ability to fight off infections and diseases. If left untreated, HIV infection can progress to a more advanced stage known as AIDS (Acquired Immunodeficiency Syndrome). 2.2 Stages of HIV Infections Kaplan (2023) documented that HIV infection typically progresses through three stages: 8 Frist Stage: Acute HIV Infection - This stage occurs within a few weeks after contracting the virus. During this stage, individuals may experience flu-like symptoms such as fever, fatigue, swollen lymph nodes, sore throat, rash, and muscle aches. Some people may not exhibit any noticeable symptoms. Second Stage: Clinical Latency (Chronic HIV Infection) - This stage, also known as the chronic or asymptomatic stage, can last for many years. During this period, the virus continues to replicate, but at lower levels. People in this stage may not experience any significant symptoms, but the virus is still active and can be transmitted to others. Third Stage: AIDS (Advanced HIV Infection) - AIDS is the most advanced stage of HIV infection. At this stage, the immune system is severely weakened, leaving individuals susceptible to various opportunistic infections and certain types of cancers. AIDS-defining illnesses include tuberculosis, pneumonia, certain types of cancers (such as Kaposi's sarcoma), and severe weight loss (Abubakar et al., 2016). 2.3 Symptoms of HIV HIV is a virus that attacks the immune system, and the symptoms of HIV can vary depending on the stage of the infection (Kaplan, 2023). According to Kaplan (2023), in the first stage (Acute HIV Infection), within days or weeks of exposure to the virus, a person may experience flu-like symptoms, such as fever, headache, fatigue, sore throat, swollen lymph nodes, and a rash. Kaplan argued that these symptoms may last for a few days or several weeks. Pietrangelo and Cherney (n. d) argued strong that in the Chronic HIV Infection stage (second stage), often, there are no symptoms during this stage. The authors however, explains that if it is not treated, eventually the virus will weaken the body's immune system. Then the infection will progress to AIDS. 9 According to Penn Medicine. (2022), in the late stage of HIV infection, the immune system is badly damaged, and the body cannot fight off other infections, called opportunistic infections (OIs). OIs are infections that happen more frequently or are more severe in people who have weakened immune systems. Some common symptoms of AIDS include weight loss, fever, night sweats, fatigue, and swollen lymph nodes. People with AIDS may also develop opportunistic infections, such as pneumonia, tuberculosis, and certain types of cancer (Penn Medicine, 2022). 2.4 Difficulties Pupils face in Understanding the Stages of HIV Infection Pupils may encounter several difficulties when it comes to identifying and understanding the stages of HIV infection (Abubakar et al., 2016). Some these difficulties include but not limited. Limited Prior Knowledge: Pupils may have limited prior knowledge about HIV and its stages. They may not have received comprehensive education on the topic, which can make it challenging for them to identify and understand the stages of HIV infection (Abubakar et al., 2016). Complex Medical Terminology: The stages of HIV infection involve complex medical terminology and concepts that may be difficult for pupils to grasp. Terminology such as seroconversion, viral load, CD4 count, and opportunistic infections may be unfamiliar and require additional explanation and simplification (Makuru, Simba & Kalinga, 2019). Lack of Visual Representation: Without visual aids or multimedia resources, pupils may struggle to visualize and conceptualize the stages of HIV infection. Visual representations can help students better understand and remember the progression of the virus and associated symptoms (Makuru et al., 2019). 10 Limited Practical Application Opportunities: Pupils may struggle to see the realworld relevance or practical application of understanding the stages of HIV infection. Without opportunities to apply their knowledge in practical scenarios, pupils may find it challenging to connect the information to their own lives or develop appropriate behaviors and attitudes towards HIV prevention (Abubakar et al., 2016). 11 REFERENCES Abubakar, A., Fons J. R. Van de Vijver, R., F., Amin S. H., Joseph, K. G., Judith T. D., Grace, B., Khamis, K., & Charles, R. N. (2016). Everyone has a secret they keep close to their hearts’: challenges faced by adolescents living with HIV infection at the Kenyan coast. BMC Public Health 16, 197. https://doi.org/10.1186/s12889-016-2854-y. Alexander C. 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