EVIDENCE-BASED EVALUATION OF THE CONTENT AND
OUTCOMES OF THE CHOOSE LIFE TRAINING PROGRAMME:
RESULTS FROM THE PILOT STUDY
A.G. Herbst
Senior Lecturer, Social Work Division, North West University, Potchefstroom Campus, South
Africa
ABSTRACT
KEYWORDS
Evidence-based evaluation; value-based HIV and AIDS interventions;
Programme; ABC approach; impact; outcomes.
Choose Life Training
LIST OF ABBREVIATIONS USED IN THIS PROPOSAL
CLTP
CHAMPs
CABSA
FBO
PEPFAR
USAID
VBLS
HIV
AIDS
VCT
CHOOSE LIFE TRAINING PROGRAMME
COORDINATED HIV/AIDS MANAGEMENT PROGRAMMES
CHRISTIAN AIDS BUREAU OF SOUTH AFRICA
FAITH BASED ORGANIZATION
US PRESIDENT’S EMERGENCY PLAN FOR AIDS RELIEF
US AGENCY FOR INTERNATIONAL DEVELOPMENT (SA MISSION)
VALUE BASED LIFE STYLE
HUMAN IMMUNE DEFICIENCY VIRUS
ACQUIRED IMMUNE DEFICIENCY SYNDROME
VOLUNTARY COUNSELING AND TESTING
INTRODUCTION
The Choose Life Training Programme (CLTP) is a value-based HIV and AIDS
prevention programme focusing on an ethical and spiritual response to the global
pandemic. The CLTP is an initiative under the auspices of the Coordinated HIV and
AIDS Management Programmes (CHAMPs) and is coordinated by HospiVision in
partnership with CompreCare Joint Venture, Transforming Tshwane and CABSA.
Hospivision is a FBO operating from Pretoria, South Africa. This training programme
is primarily funded through PEPFAR and USAID under the terms of Award #674-A00-04-00025-00.
The programme consists of three accredited training programmes: Choose Life
Basic, Choose Life Advanced and Choose Life Youth. The programme aims to
promote the ABC approach to preventing the sexual transmission of HIV with the key
components of abstinence and being faithful. The aim of this report is to summarize
the results from the pilot study in order to develop a model for evidence-based
programme evaluation of the CLTP with regards to its contents and outcomes. This
CLTP PILOT RESULTS
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report includes the initial research proposal as well as the results of the pilot study. It
is concluded with recommendations on how the programme evaluation process can
be adapted for implementation during 2010.
1.
PROBLEM STATEMENT
HIV infection is probably the most significant public health challenge of the twenty
first century with catastrophic social and economic consequences in many
developing countries like South Africa (WHO, 2004). According to Marais (2005)
South Africa is experiencing one of the most intense and largest HIV and AIDS
epidemics in the world. According to the 2005 South African National HIV Survey
10.8% of all SouthAfricans over 2 years old were living with HIV Among those
between 15 and 49 years, the HIV prevalence is estimated at 16.2% (AVERT, 2009).
The total number of people living with HIV is 5.4 million in 2008 and and estimated
HIV prevalence of 5.6. million in 2008 (TAC, 2009. HIV is a leading cause of serious
illness and disability (Genius & Genius, 2005) and disproportional adult mortality in
the age group 15-64 (AVERT, 2009).
Given the proportions of the global HIV and AIDS pandemic various international and
national prevention and intervention strategies were implemented and are still being
implemented to deal with the health, social and economic consequences. According
to Green and Ruark (2008) many of these responses are often driven by ideology,
stereotypes and false assumptions while evidence-based intervention and evaluation
are of the utmost importance. Green and Ruark (2008) further suggest that fidelity
and abstinence programmes need to be at the centre of programmes for general
populations. Halperin (2007) emphasizes that approaches such as testing, condom
use and abstinence are important, but there is no linear approach to preventing HIV
and AIDS. The South African strategic plan for the prevention of HIV & AIDS and
sexually transmitted diseases (South Africa, 2007) focuses on a number of priority
areas of which prevention of HIV and the reduction of sexual transmission of HIV are
two. Some of the objectives within these priority areas include the creation of an
enabling environment for HIV testing; strengthening social cohesion in communities;
open discussion of HIV and sexuality between parents (adults) and children and
changing risky sexual behaviour.
There needs to be more behaviour-change programmes which focus on the
reduction of multiple concurrent partnerships, access to safe male circumcision and
expansion of HIV testing.
Other suggested programmes include education,
counselling, free condoms, female empowerment and abstinence (Halperin, 2007).
Important lessons regarding HIV prevention programmes can be learned from
Uganda, where a rapid decline in HIV infection rates was reported. According to
Genius and Genius (2005) the Ugandan success story is highly controversial. Some
of the arguments include delayed sexual debut for the youth, partner reduction for the
sexually active and education regarding risky sexual behaviour (including the use of
condoms). These arguments are primarily based on the ABC-approach. Some of
the critics deny any decline in HIV infection rates, claiming that there was statistical
misinterpretation and inaccurate reports (Genius & Genius, 2005; Green & Ruark,
2008).
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There is also contradictory information on the use of condoms (Bernard, 2005;
Epstein, 2007). Although condoms can offer some protection against sexual
transmission of HIV, it also uncomfortable and prevents conception. If a woman is in
favour of condom use and the man refuses, there is little she can do. In November
2004 Uganda’s president and his wife launched an anti-condom campaign in an
attempt to promote abstinence and being faithful as the only ways to curb AIDS. The
Ugandan AIDS Commission (Human Rights Watch (2005) released the draft AB
(Abstinence and Being Faithful) policy stating that information on condoms and
provision of free condoms alongside abstinence may confuse the youth. They
suggest a decrease in condom campaigns and higher involvement in awareness
campaigns in favour of abstinence and behaviour change (Bernard, 2005; Human
Rights Watch, 2005). On the other hand, ABY (Abstinence/be faithful for the youth)
programmes were rather successfully implemented in Haiti (Health Communication
Partnership, 2008).
The CLTP is based on the AB approach and reached 91 253 people during 2007/8
and 1 279 programme facilitators were trained (Hospivision News, 2008). According
to Dill and De la Porte (2006) value-based prevention programmes should promote
behaviour associated with the ABC model, but should also include life skills
education and social support networks. The CLTP focuses on moral intelligence
(Mkize & De la Porte, 2006) and a value-framework including religious, philosophical
and cultural categories. Although all three categories are very important, the cultural
category is of the utmost importance, considering the diverse cultural context of the
South African population as target group of the CLTP. Epstein (2007: xiv) points out
that the most successful HIV and AIDS programmes are conducted by people who
really know the culture as “….a sense of solidarity, compassion, and mutual aid that
brings people together to solve a common problem that individuals can’t solve on
their own”. Unique indigenous programmes should be the focus of HIV prevention
programmes based on the following three broad based principles: (a) openly
addressing HIV and AIDS; (b) targeting sexual behaviour change; and (c) adaptability
across population groups (Genius & Genius, (2005).
Some of the greatest critique against FBO’s involvement in value-based HIV and
AIDS prevention programmes is that moralizing may lead to further stigmatization
(Green & Ruark, 2008). On the other hand the faith community and FBOs can play a
leading role in HIV prevention given their access to a public platform in the
community (Dill & De la Porte, 2006). According to Du Toit (2005) the CLTP aims at
influencing behaviour change by motivating individuals to make responsible and
ethical life choices. The programme is based on the golden rule of “..do to others
what you would have them do to you”. This is a non-judgmental view of the world,
accepted across diverse cultures and religions (Mkize & De la Porte, 2005).
According to Damon (2004) applying this rule expresses kindness to others and is a
much needed interpersonal skill. The CLTP also makes provision for the indigenous
African principle of Ubuntu which endorses values such as morality, humaneness,
compassion, care and understanding (Mkize & De la Porte, 2005). Both the principle
of Ubuntu and the golden rule clearly focus on kindness and compassion which can
be directly linked to four of the seven essential virtues of moral intelligence identified
by Borba (2008). The four virtues of moral intelligence include empathy, respect,
kindness and fairness.
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The CLTP endorses the following six core values: respect, responsibility, integrity,
fairness, love and service (Dill & De la Porte, 2005). These values are incorporated
in the CLTP which is presented through a process of experiential learning. During
the annual CLTP review and evaluation process (Herbst & De la Porte, 2007) it
became evident that the African interpretations of the core values may differ from the
Western definitions and interpretations thereof and that provision should be made to
increase cultural sensitivity and indigenous interpretation of the core values through
incorporation of the African worldview (Thabede, 2008). Furthermore, the CLTP
follows a non-judgmental approach incorporating elements of some of the best
practices regarding HIV prevention. These practices include open acknowledgement
of the problem, targeting sexual behaviour change and adaptable application across
different population groups (Genius & Genius, 2005).
From the afore-mentioned, the following research questions were formulated:

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
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Does the CLTP reach the outcome of HIV prevention?
What is the contribution of the FBO coordinating the CLTP with regards to
minimizing the stigma associated with HIV and AIDS and increase empathy and
community involvement to deal with the problem?
Does the CLTP contribute towards the life skills and social support networks of
communities?
Does the CLTP make adequate provision for cultural sensitivity during
presentations of the programme and indigenous interpretation of the programme
contents?
2.
AIM AND OBJECTIVES
The overarching aim of this study was to pilot test the suggested framework for the
evidence-based evaluation of the impact and outcomes of the CLTP. This aim
included the following objectives:



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To do an extensive literature overview regarding best practice / evidencebased evaluation models for HIV and AIDS prevention programmes based on
the ABC approach.
To explore the contribution of the FBO coordinating the CLTP with regard to
the decrease in stigma towards HIV and AIDS and the potential increase in
empathy and community involvement.
To explore the contribution of the CLTP with regards to value-based lifestyle
changes and to evaluate the contribution of the CLTP in developing life skills
and social support networks in the community.
To determine whether the CLTP is culturally sensitive and allows indigenous
interpretation of the programme content.
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3.
CENTRAL THEORETICAL ARGUMENT
Continuous evidence-based evaluation of the CLTP will ascertain quality training and
will contribute towards the measurement of training outcomes and behaviour change.
4.
RESEARCH METHODOLOGY
4.1
LITERATURE STUDY
A variety of literature will be consulted during this study including international and
national policy documents, academic dissertations, text books and journals. The
EBSCO Host, Web Feat, PsycLit and ProQuest databases will be utilized to identify
applicable literature. The following topics will be explored:

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
4.2
The AB and ABY models of HIV prevention
Other HIV prevention strategies
Indigenous and faith-based practices towards HIV prevention
HIV and AIDS intervention studies and evidence-based practices
Monitoring and evaluation and evidence-based research with regards to AB
and ABY models of HIV prevention
EMPIRICAL STUDY
4.2.1 RESEARCH DESIGN
This study will be conducted from a quantitative-qualitative research paradigm (De
Vos, 2005a: 357) using mixed methods approaches (Creswell, 2003: 18). The mixed
methods approach is based on pragmatic assumptions and data can be collected
simultaneously in an attempt to better understand the research problem (Creswell,
2003: 18-19). Simultaneous data collection associated with mixed methodology
contributes towards concurrent triangulation which is particularly useful in HIV and
AIDS operations research (Fisher & Foreit, 2002: 2-3). This type of research aims to
do programme evaluation which is defined by De Vos, 2005b: 369 as “...the
systematic collection of information about the activities, characteristics and outcomes
of programmes to make judgements about the programme, improve its effectiveness
and/or inform decisions about future programming”. The baseline survey is based on
the one-group pretest-posttest design (Creswell, 2003: 168). When using a mixed
methods approach it is advised that the description of the research strategy should
include a visual model (Creswell, 2003: 213-214). The following diagram serves as
the visual model of this study.
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DIAGRAM 1: VISUAL MODEL OF THE RESEARCH DESIGN
WHY?
Problem Statement
WHAT? (Aim)
Evidence Based Evaluation of the CLTP
in terms of content and outcomes
HOW? (Objectives)
Mixed methods approach of data
collection
Quantitative


Qualitative



Surveys (One
group pretestposttest design
Scales
Analysis
CLTP PILOT RESULTS
Compare &
Triangulate
Narratives
Focus groups
Case studies
Analysis
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4.2.2 RESEARCH POPULATION AND SAMPLING
All CLTP participants during 2009/10 (the total population) will be included in the
baseline survey. The expected research population is 1200 participants. These
participants will complete the pre workshop questionnaires at the beginning and end
of each Choose Life workshop. Simple random sampling (Fisher & Foreit, 2002: 6566) will be used to select a 20% sample of the total population to participate in further
research involving post workshop questionnaires, other surveys, standardized
measurements and narratives. Purposive sampling (Fisher & Foreit, 2002: 68) will
be used to identify 30 participants to participate in focus group discussions and 3
participants to be included as case studies. The criteria for inclusion will be a
representation from the three different training programmes (basic, advanced and
youth); completion of the assignments, adequate implementation record and eligibility
for the Choose Life Certificate.
The research population and sampling is illustrated in diagram 2.
DIAGRAM 2: RESEARCH POPULATION AND SAMPLING
CASE
STUDIES
FOCUS GROUPS
SAMPLING: PURPOSIVE
SAMPLE
SAMPLE SIZE: 30
FOLLOW-UP SURVEY,
MEAUSUREMENT AND NARRATIVES
SAMPLING: SIMPLE RANDOM SAMPLE
SAMPLE SIZE: 20% OF TOTAL POPULATION
BASELINE SURVEY
SAMPLING: TOTAL POPULATION OF CLTP PARTICIPANTS
SAMPLE SIZE: ± 1200
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For purposes of the pilot study, all attendees of CLTP workshops conducted between
July and September 2009 were included as respondents. A total of 125 respondents
were involved.
4.2.3 MEASURING INSTRUMENTS
A number of self-constructed and existing instruments were applied to collect data
during this study (Creswell, 2003: 157).
Group-administered questionnaires
contained both closed- and open-ended questions (Delport, 2005: 169). The
Empathy Quotient (EQ) of Baron-Cohen and Wheelwright (Lawrence et al., 2004:
911) and the Facilitation Assessment Scale (FAS) (Weyers & Rankin, 2007: 92) are
the existing instruments that were adapted to be implemented in this study.
Qualitative data was collected mainly by means of narratives, focus groups and case
studies.
The following administrative documents and measuring instruments were included in
the pilot study:



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


Project information, participant registration and informed consent form (See
Addendum A).
Pre workshop questionnaire (Baseline data) (See Addendum B)
The Workshop Assessment Scale (See Addendum C)
Letter to a child (See Addendum D)
VCT Confirmation (See Addendum E)
Caring Questionnaire of Baron-Cohen and Wheelwright (See Addendum F)
Post workshop questionnaire (See Addendum G)
4.2.4 RESEARCH PROCEDURES


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

Permission for the study was obtained from the programme co-ordinators
(HospiVision / Compre Care).
Ethical permission was obtained from the Ethical Committee of the NorthWest University (Potchefstroom Campus).
The pilot study was done with the primary aim of testing the measuring
instruments and modus operandi that will be followed in the main study
A baseline survey will be done among the total population.
A comprehensive survey will be done among a 20% sample of the total
population.
Focus group discussions with 30 purposively selected participants will be held
to explore the understanding of the core values of the CLTP and to follow up
data collected from the surveys.
The case studies of three purposively selected participants will be studied to
evaluate the total process of the CLTP from training to implementation.
Quantitative data will be analyzed using SPSS.
Qualitative data will be analyzed by means of thematic organization following
Tesch’s approach (Poggenpoel, 1998: 343-344).
The findings will be made available to the programme co-ordinators to
evaluate the programme content and outcomes.
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
The findings will be submitted for publication in appropriate accredited
journals.
4.2.5 ETHICAL ASPECTS
Protecting the rights of participants during research is the main responsibility of
researchers (Grasso & Epstein, 1992: 118). Research in the field of HIV and AIDS
are complex with pervasive ethical issues (Fisher & Foreit, 2002: 3) and data should
never be obtained at the expense of human beings (Strydom, 2005a: 57-63). To
ensure ethical practices in this study, the following procedures were followed:

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Written informed consent was obtained from all participants.
All information was treated as confidential.
Questionnaires were completed anonymously to protect the privacy of
respondents.
Participation was voluntary and participants could withdraw from the study at
any time.
Participants were informed that the findings will be made available to the
programme co-ordinators and may be published in appropriate journals.
Participation in the focus groups and case studies will be voluntary and all
measures will be taken to protect the confidentiality of participants.
A debriefing session will be made available to all participants after the focus
groups.
Data will be confidentially stored by the programme co-ordinators according to
internal policy.
4.2.6 DATA ANALYSIS
All quantitative data was analyzed by the Statistical Consultation Services of the
North-West University, Potchefstroom Campus, using SPSS (Field, 2005) and other
generally accepted statistical procedures. Qualitative data will be analyzed by
means of thematic organization following Tesch’s approach (Poggenpoel, 1998: 343344).
Data from the pilot study was analysed by the Statistical Consultation Services of the
North-West University, Potchefstroom Campus, using SPSS (Field, 2005) and the
SAS System (SAS Institution Inc 2003; SAS Institution Inc, 2005).
5.
WORKPLAN AND TIMELINE
The pilot study commenced in July 2009. Table 1 offers a summary of the timeline
and associated tasks. It is important to mention that simultaneous data collection
took place throughout the study.
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TABLE 1: TIMELINE AND TASKS
DATES
July
TASKS
2009-
Sept
2009 Pilot study
October 2009 – December 2009
Analysis and interpretation of pilot
study results.
Recommendations with regards to:
 Measuring instruments
 Suitability of data collection
procedures
 Suitability of the sample frame
 Expected non-response rate
 Training and instructions to
field workers
 Feasibility of the main study
.
January – November 2010
Baseline survey among the total
population
January – November 2010
Comprehensive survey among a 20%
sample of the total population.
October 2010
Focus
group
discussions
with
purposively selected participants
November – December 2010
Analysis of purposively selected case
studies
December 2010
Evaluation report completed
December 2010
Planning of continuous programme
and outcome evaluation
6.
RESULTS FROM THE PILOT STUDY
6.1 PRE WORKSHOP QUESTIONNAIRES (BASELINE
INFORMATION)
Data presented in this section was collected by means of the pre workshop
questionnaire (See Addendum A). The main aim of this questionnaire was to obtain
baseline information regarding the profile of the respondents, their motivation to
CLTP PILOT RESULTS
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attend the CLTP and their existing knowledge with regards to HIV and AIDS. Other
aspects included in the questionnaire were focused on respondents’ interpretation of
the core values of the CLTP. The pilot study will not report on the qualitative
questions with regards to the values, as it was comprehensively reported on in the
2007/8 report which indicated that respondents did not have a clear interpretation of
the core values. This issue is further studied and preliminary data is reported on in
two draft journal articles (See Addendum H & I).
6.1.1 PROFILE OF THE RESPONDENTS
A total of 107 out of the potential 125 respondents completed the baseline
questionnaire. The high response rate of 85.6% was acquired due to the fact that
questionnaires were completed with the onset of each CLTP session during the
period of the pilot study. Frequencies missing due to non-response to certain
questions will be reported.
Most of the respondents (75%) were female and 25% male. More than half of the
respondents (54.37%) had matric, while 24.27% of the respondents’ highest
educational qualification was between grades 8-10 and 21.36% had a tertiary
qualification.
The respondents’ involvement with HIV is summarized in Table 2.
TABLE 2: INVOLVEMENT WITH HIV
INVOLVEMENT WITH HIV
Church leader
Volunteer
Caregiver for people infected/affected
A person living with HIV
A family member of a person infected
with HIV
A curious and concerned member of
public
TOTAL
Frequency missing
FREQUENCY
13
25
19
6
5
PERCENTAGE
13.27
25.51
19.39
6.12
5.10
30
30.61
98
9
100
Most of the respondents described themselves as curious and concerned members
of public, volunteers or caregivers for people infected or affected by HIV or AIDS.
6.1.2 MOTIVATION FOR ENROLLING IN THE CLTP
From the thematic analysis of responses to the motivation for enrolling for the CLTP
a number of main themes could be identified. The themes are summarized from the
highest response to the lowest:

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Obtaining information and knowledge about HIV and AIDS
Acquiring skills to support others in their families and communities
Acquiring knowledge and skills with regards to care giving and counselling
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

Personal growth
Curiosity about AIDS
The conclusion can be drawn that most respondents enrolled for the programme with
the motivation of acquiring knowledge and information about HIV and AIDS and
caring for people infected or affected by it.
6.2
THE WORKSHOP ASSESSMENT SCALE
The aim of this questionnaire (See Addendum C) is to assess the facilitator, the
learning process, the learning outcomes and the learning environment of the CLTP.
From the data analysed, the mean evaluation of all aspects on this scale was 3.78
out of 4. The facilitators, learning process, learning outcomes and learning
environment were thus evaluated as very positive.
6.3
LETTER TO A CHILD
This was a qualitative measuring instrument (See Addendum D) with the aim of
exploring how much of the CLTP content was internalized and comprehended by the
respondents and if they were able to communicate the central message of the CLTP
to others in the community. Respondents were requested to write an imaginary letter
to any child in their community in which they tried to explain what sex is all about and
how they would like the child to live a value-based life. This letter was written about
six weeks after completion of the CLTP. Data was analysed following Tesch’s
approach of thematic data analysis (Poggenpoel, 1998: 343-344). A number of
central themes and sub themes emerged from this analysis. These themes will be
presented according to the most frequently emerging themes to the least frequently
emerging themes.
THEME 1: RISKS ASSOCIATED WITH SEX
The following sub-themes emerged:
 The risk for HIV and AIDS
 The risk for sexually transmitted infections
 The risk for unwanted and teenage pregnancies
 The risk of becoming sexually active due to peer group pressure
THEME 2: THE PURPOSE OR MEANING OF SEX
The following sub-themes could be identified:
 Something special reserved for married couples
 Bringing about new life (babies)
 A God-given experience
 Not a means to make money
 Not a means to feel accepted
 Sex does not equal love
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THEME 3: VALUES
The following sub-themes emerged:
 Love
 Responsibility
 Faithfulness
 Trust
 The core values included in the CLTP
 Ubuntu
THEME 4: PREREQUISITIONS FOR HAVING SEX
Sub-themes included:
 Physical and emotional maturity
 Proper knowledge about the physical and emotional aspects of sex
 Safe sex (the use of condoms)
 Open communication
 Having sex is a choice
 Responsible decision-making
 A stable relationship
THEME 5: HIV AND AIDS RELATED ISSUES
Including the following sub-themes:
 Necessity of VCT
 Knowing one’s own and one’s partner’s HIV status
 The impact of HIV on children (OVC’s)
THEME 6: GENERAL ADVICE REGARDING SEX
Including the following sub-themes:
 Abstinence or delayed sexual debut
 Self-acceptance
 Sex is a natural human need
 Masturbation can safely relieve sexual frustration
The themes that emerged from this data are very closely related to the contents of
the CLTP. Much emphasis was placed on responsible decision-making regarding
sex and sexuality and respondents were able to communicate a clear message to
children in their communities.
6.4
VCT CONFIRMATION
Going for VCT can be seen as one of the key success indicators of the CLTP.
Respondents were motivated to go for VCT after the CLTP. The VCT confirmation
form (See Addendum E) had to be signed to proof that they actually went for VCT.
This form was anonymous and respondents did not have to reveal their status. From
the 96 respondents who completed the post workshop measuring instruments, a total
of 24 (25.80%) went for VCT.
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6.5
CARING QUESTIONNAIRE (PRE AND POST)
The aim of this measuring instrument (See Addendum F) was to determine the levels
of empathy of respondents before and after the CLTP. A very high non-response
was experienced in the post caring questionnaire where only 16 out of 96
respondents (16,66%) completed the questionnaire. In the pre caring questionnaires
respondents did not complete all the questions which also contaminated the data.
Although the measuring instrument proofed to be valid and reliable, this measuring
instrument did not collect much meaningful data. According to a T-test procedure on
the pre and post data, only 2 items indicated small to medium visible effect. The
items were:
Item 2: I cannot explain difficult matters to other people (small visible effect).
Item 10: I see every person as a human being with feelings, dreams and needs.
(Medium visible effect)
6.6
POST WORKSHOP QUESTIONNAIRE
This questionnaire (See Addendum G) contained mostly the same questions as the
pre workshop questionnaire and aims to evaluate whether knowledge regarding HIV
and AIDS and a value-based lifestyle increased after the CLTP. Qualitative
questions regarding the values were not analysed as a formal study on that issue is
in process (See Addendums H & I for draft articles). Items on the questionnaire that
will be reported on include a comparison of question 2.5 (Addendum B) and question
3 (Addendum G). These questions focus on knowledge about HIV and AIDS.
During statistical analysis, the validity and reliability of the questions were established
to be high. Only three items proofed an increase in knowledge in the post workshop
results. These items were:
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95% of HIV+ people et infected through sexual intercourse
Women and girls are more vulnerable to HIV infection
Sex work is a quick way to make money
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7.
CONCLUSIONS
The aim of the pilot study was to test the measuring instruments and modus operandi
that will be followed in the main study.
The following conclusions can be drawn with regards to the measuring instruments:
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8.
The pre and post workshop questionnaires were reliable measuring
instruments, but proofed limited increase in knowledge with regards to HIV
and AIDS.
The narrative measuring instrument, Letter to a child, produced the most
meaningful qualitative data. A number of themes could be identified and the
themes are directly linked to the content and rationale of the CLTP.
Respondents had the potential to, after completion of the CLTP, communicate
important information regarding a value-based lifestyle and HIV and AIDS
prevention to members of their communities. The conclusion can be drawn
that the respondents internalized the primary message of the CLTP.
The issue of VCT cannot be forced onto respondents and the result that
25,80% went for VCT after completion of the CLTP can be seen as a positive
achievement of one of the goals of the study.
The caring questionnaire (based on the EQ questionnaire of Baron-Cohen &
Wheelwright) had a very low response rate and limited meaningful conclusions
could be drawn from the data collected with this measuring instrument. There
were two items on which a visible effect was measured. The first one was that
respondents were more at ease to explain difficult matters after completion of
the CLTP. Secondly, respondents indicated that they had greater respect for
the feelings and dreams of other people after completion of the CLTP. This
finding is particularly meaningful with reference to the primary value included
in the CLTP: “…do to others what you would have them do to you….” (Mkize &
De la Porte, 2006: 59). None of these results can be generalized, given the
poor response rate.
RECOMMENDATIONS
It is recommended that all measuring instruments should be discussed and reevaluated by the research team.
The Caring Questionnaire should be replaced by a measuring instrument which is
more culturally sensitive.
The aims of the main study should be re-evaluated and be adapted if necessary.
It is suggested that less focus should be on knowledge with regards to HIV and AIDS
and more emphasis on behaviour change.
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8.
BIBLIOGRAPHY
AVERT.
2009.5.
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