H.e eliot proposal

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FACTORS INFLUENCING BEHAVIOUR CHANGE FOR HIV/AIDS PREVENTION
AMONG ADOLESCENTS IN SECONDARY SCHOOLS IN MBARARA
MUNICIPALITY.
BY
NAMANYA ELIOT
REGISTRATION NUMBER. 13/BSU/BNS/017
A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF APPLIED
SCIENCES IN THE PARTIAL
FULFILMENT OF REQUIREMENT FOR A WARD OF THE DEGREE OF
BACHELOR OF NURSING SCIENCE
OF BISHOP STUART UNIVERSITY.
2017

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DECLARATION
I NAMANYA ELIOT hereby declare that this proposal is my original work, and
everything in this paper is as a result of my hard work through reading various literatures
including my personal knowledge and interpretation of contents of the topic in the field of
research under the guidance of my supervisor. I am therefore certain that no work of this kind
has been produced or submitted; either in partial or full publication in any other university,
college or institution for any award.
NAMANYA ELIOT
Signature……………………… Date…………………………
Researcher
This research proposal has been produced by Namanya Eliot under my direct supervision and
submitted with my approval.
Signature……………………… Date………………………..
Ms. RACHEL LUWAGA
Supervisor

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DEDICATION
To my parents Rev. Eric and Peace Sabiiti, without whose caring support it would not
have been possible to make it and who always stressed the importance of education and
encouraged me to keep reaching for the stars! To my former teachers at Muntuyera high
school Kitunga and Valley College who supported me to cross to the university. To my long
time friends Kemigisha Jenina, The family of Tibekyinga, The family of Bajere Bernard, and
my grand parents who have been praying for me. To my brother and sister and all classmates
who helped me especially Johnbosco Tumwijukye.

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ACKNOWLEDGEMENT
I would like to thank the following people who in many ways contributed to this piece of
work. I am appreciative to my supervisor, Rachel Luwaga for her patience, inspiration and
encouragement. She improved my expertise in research and use of technology I admired the
way in which she explained very difficult concepts in very simple way. And all my lecturers
for supportive spirit and who led me through the course
I cannot forget to thank my classmates; we always encouraged one another to keep on
moving.

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LIST OF ACRONYMS
AIDS: Acquired Immunodeficiency Syndrome
BCC: Behavior Change Communication
HIV: Human Immunodeficiency Virus
MOH: Ministry of Health
NASCOP: National Aids Control and STI Programme.
NRC: National Research Council
UNAIDS: Joint United Nations Programme for HIV and AIDS

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VCT: Voluntary Counselling and Testing
WHO: World Health Organization
SPSS: Statistical Package for Social Sciences
UN: United Nations
UAC: Uganda Aids Commission
UNICEF: United Nations International children’s Emergency fund

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Table of Contents
.................................................................................................................................................... 1
DECLARATION.......................................................................................................................... 2
DEDICATION............................................................................................................................. 3
ACKNOWLEDGEMENT............................................................................................................. 4
LIST OF ACRONYMS................................................................................................................. 5
CHAPTER ONE........................................................................................................................ 10
1.0 Introduction.......................................................................................................................... 10
1.1 Background .......................................................................................................................... 10
1.2 Problem statement................................................................................................................. 11
1.3 Significance of the study........................................................................................................ 12
1.3.1 To practice:.................................................................................................................... 12
1.3.2 To education: ................................................................................................................. 13
1.3.3 To research:................................................................................................................... 13
1.4 Objectives of the study.......................................................................................................... 13
1.4.1 Broad objective .............................................................................................................. 13
1.4.2 Specific objective ........................................................................................................... 13
1.5 Research questions ................................................................................................................ 13
1.6 Scope of the study................................................................................................................. 13
1.6.1 Geographical Scope ........................................................................................................ 13
1.6.2 Content Scope................................................................................................................ 13
1.6.2 Time scope..................................................................................................................... 14
1.7 Conceptual frame work ......................................................................................................... 14
CHAPTER TWO: LITERATURE REVIEW................................................................................ 15
2.0 Introduction.......................................................................................................................... 15
2.1 factors that influence behavioural change................................................................................ 16
2.1.1 Gender........................................................................................................................... 16
2.1.2 Knowledge..................................................................................................................... 16
2.1.3 Government policy ......................................................................................................... 17
2.1.5 Social and religious beliefs.............................................................................................. 18
2. 2 Relation ship between knowledge of HIV/AIDS prevention and behaviour change for HIV /AIDS
prevention. ................................................................................................................................. 19
CHAPTER THREE: METHODOLOGY...................................................................................... 21
3.0 INTRODUCTION ................................................................................................................ 21

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3.1 Study design ......................................................................................................................... 21
3.2 Study area............................................................................................................................. 21
3.3 Target population.................................................................................................................. 22
3.4 Sample size and procedure..................................................................................................... 22
3.5 INCLUSION CRITERIA....................................................................................................... 22
3.6 EXCLUSION CRITERIA...................................................................................................... 22
3.7 RESEARCH INSTRUMENT................................................................................................ 23
3.8 Reliability............................................................................................................................. 23
3.9 Pre test................................................................................................................................. 23
3.10 data management and control............................................................................................... 23
3.11 Data analysis....................................................................................................................... 23
3.12 Ethical considerations.......................................................................................................... 23
3.13 Dissemination of results....................................................................................................... 24
References ................................................................................................................................. 24
APPENDIX A............................................................................................................................ 27
Informed Consent Explanation Form............................................................................................ 27
Questionnaire ............................................................................................................................. 29

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Definition of operational Terms
Abstinence: This refers to postponing of sexual intercourse before marriage.
Adolescents: These are persons aged 14-19 years in secondary schools in Mbarara
municipality.
The terms adolescents, youth and Young people have been used interchangeably in this
study.
AIDS: Acquired Immune-Deficiency Syndrome. This is the clinical end stage of HIV in an
infected individual characterized by many clinical signs and symptoms.
Behavior Change: This refers to abstinence from sex, condom use and being faithful to one
partner
Behavior Change Programmes for HIV/AIDS: These are programmes aimed at promoting
Information, education and communication on HIV and AIDS to the general public. Key
messages promoted include being sexually abstinent, delaying sexual debut, being faithful,
using condoms consistently and engaging in safer sex.
HIV: This stands for Human Immunodeficiency virus: the virus that causes AIDS.
Safer sex: Includes every behavior that has the intention of preventing transmission of HIV,
such as condom use, abstinence and being faithful to one partner.
Self-efficacy: It refers to a person’s belief that he or she can perform behaviors that are
necessary to bring about a desired out come.
Youth-Friendly Services: Refers to services that are accessible, acceptable and appropriate
for adolescents such as youth centres, youth- friendly VCTs and youth- friendly health -care
providers.

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CHAPTER ONE
1.0 Introduction
This chapter covers the background of the study, statement of the problem, objectives of
the study, research questions, scope of the study, significance of the study and conceptual
frame work.
1.1 Background
HIV/AIDS is a global challenge that has threatened the very existence of the human race.
Acquired Immune Deficiency Syndrome (AIDS) is caused by a human immunodeficiency
virus (HIV) that weakens the immune system, making the body susceptible to opportunistic
diseases that often lead to death.
Behaviour change refers to any transformation or modification of human behaviour, it is
also known as social and Behaviour Change Communication (SBCC) (UNAIDS 2010). The
predominant mode of HIV transmission is through heterosexual contact, followed in
magnitude by perinatal transmission, where the mother transmits the virus to the child during
pregnancy, delivery or breastfeeding. Other modes of transmission are through infected blood
and unsafe injections.
Behavioural strategies were created to motivate behaviour change in individuals and groups
through education, motivation, peer-group, skills-building and community approaches so as
to reduce the burden of HIV/AIDS (Lancet. 2008).Behaviour change strategies include
following abstinence, being faithful to one partner provision of condom, health education,
and VCT among others.
In most countries HIV/AIDS did not occur until the 1980’s. The African continent is said
to hold the vast majority of the world’s HIV infected population. It is estimated that in 2016,
36.7 million people are living with HIV/AIDS, of the 36.7 million people living with
HIV/AIDS 25.5 million people lived in sub-Saharan Africa .The vast majority of them
estimated 19 million people live in southern and eastern Africa.(UNAIDS 2016). Almost all
the nations in Sub-Saharan Africa have their national HIV prevalence rate being greater than
1 %. In several countries, more than 10% of the adults are already estimated to be HIV
positive (UNAIDS, 2015). The HIV/AIDS infection in Uganda is at 7.4% and at least 2,363
get infected with HIV every week, (UNAIDS, 2013). The recent report from Uganda ministry
of health indicates that teenagers are becoming more infected than adults especially whilst
still in school yet interventions to curb HIV/AIDS down are in place. (MOH, 2015).
Globally 6000 new infections occur each day, two out of three are in sub-Saharan Africa
with young people (adolescents) continuing to bear a disproportionate burden (UNAIDS,
2015).

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All persons between 14 – 19 years are defined as adolescents,(WHO, 2009) .The adolescent
stage is a time when most people are beginning to experiment with sex and are being exposed
to the dangers inherent in the process. Adolescents constitute a considerable proportion of the
world’s population and are one of the most dynamic human resource bases.
Adolescent girls and young women 15-24 years old are at higher risk of HIV infection
globally, accounting for 20 per cent of new HIV infections among adults globally in 2015,
despite accounting for just 11 per cent of the adult population. Adolescents, especially young
women and girls, are still being left behind in the HIV/AIDS response (UN, 2016)
Previous studies of sexual behavior among Ugandan youth indicate an early initiation of
sexual activity. An adolescent reproductive health survey revealed that the median age at first
sexual intercourse was lower for females than for males (PEARL, 2009). This behavioural
pattern has important implications for HIV transmission among adolescents.
A report by the ministry of health on HIV/AIDS 2011 showed that children are exposed
to sex very early. About 71% of teenagers have risky sex, yet, according to the report, less
than half use condoms. Another report in 2013 on HIV prevalence among young people aged
15-24 in Uganda was estimated at 4.2% for women and 2.4% for men indicating that the
majority of new HIV infections occur among young women and adolescent girls. The
prevalence was however attributed to issues faced by this demographic include gender-based
violence (including sexual abuse) and a lack of access to education, health services, social
protection and information about how they cope with these inequities and injustices
(UNAIDS, 2014).
The UNAIDS (2007) report indicates that Uganda is one of the countries in Africa where
there has been a favourable trend in HIV incidence. This is related to changes in behavior and
prevention programmes. However, these intervention programmes still reach only a minority
of those in need and a number of prevention targets like the adolescents are not being reached
adequately (NASCOP, 2011). Young people are particularly vulnerable and are the key to the
future course of the HIV pandemic.
Data from Uganda and other countries in Africa show that young people are at the
greatest risk for HIV infection, and yet they have the best chance of reversing trends in
behavior that place them at risk (UNAIDS, 2006, 2012).
It is against this background that this study will be conducted to establish factors
influencing behavior change for the prevention of HIV/AIDS among adolescents in Mbarara
municipality.
1.2 Problem statement
Wider delivery of effective behavior change strategies is central to reversing the global
HIV epidemic (Global HIV Prevention Group, 2008). Adolescents are at the centre of the
global HIV/AIDS pandemic. They are the world’s greatest hope in the struggle against this
fatal disease HIV/AIDS. Today’s adolescents have inherited a lethal legacy that is killing
them that is HIV/AIDS. (Global HIV Prevention Group, 2008).

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It is estimated that in 2016, 36.7 million people are living with HIV/AIDS; of the 36.7
million people living with HIV/AIDS .Sub-Saharan Africa is home to only 12% of the global
population yet accounts for 70% of the global burden of HIV infection (UNAIDS 2016). Also
6000 new infections that occur globally each day, two out of three are in sub-Saharan Africa
with young people continuing to bear a disproportionate burden. Nearly two million
adolescents aged 10 -19 are living with HIV/AIDS globally (UNICEF, 2015).
Every two minutes, an adolescent is infected with HIV/AIDS. (UNICEF, 2015). In Uganda
110,000 adolescents 10- 19 are living with HIV/AIDS (UNAIDS &UNICEF, 2014)
. A report by MOH 2016 indicates that about 9,276 of young people between 10 and 19
years are diagnosed with HIV every year. Young adults of 15-24 years constitute the highest
number of people living with HIV, standing at 188,636 of the 1.5 million people living with
HIV in the Uganda (MOH 2016).
UNAIDS ,(2017) reveals that; “every single hour, two young women get infected with HIV
in Uganda, making it a total of 48 girls a day, which puts the prevalence of HIV among
adolescent girls at 9.1% compared to the national prevalence of 7.3%”.Mbarara stands at
6.1% which is higher compared to the average percentage of the country (Masereka, et al
2013).At the current rate, annual new infections of Uganda are projected to grow to around
340,500 in 2025(UAC 2015)
The government has been trying to set up measures to solve the problem successfully for
the last two decades. These include abstinence, being faithful to one partner, and condom use
others are peer education, VCT, role plays. More so, Uganda joins the rest of the world to
embrace initiative of HIV/AIDS fight by adopting the UNAIDS 90-90-90 strategy but its not
yet effective among the adolescents, inadequate funding is among the hindrances (UNAIDS
2017)
Although it has been reported that a number of adolescents are too reluctant to undergo
positive behavior change in spite of extensive information through awareness campaigns,
HIV/AIDS increase is due to early sexual activities among the youths in the region which is
taken as a common habit. (Makundi, 2010).
Documented and published information on factors influencing behavior change for
HIV/AIDS prevention among adolescents in Uganda is limited (NASCOP, 2013) and it is not
known why high levels of awareness about risky sexual behavior do not translate to the
desired behavior change. Thus the aim of this study is to assess the factors influencing
behavioural change for HIV/AIDS prevention among students in Mbarara municipality.
1.3 Significance of the study
1.3.1 To practice:
This will help to close the gap between accessibility and utilisation of services available in
healthy facilities. It will provide the foundation in designing the best interventions that are
adolescent friendly as far as HIV/AIDS prevention is concerned. The results of this study will

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also be beneficial for health personnel as they can be involved in improving the Knowledge
about HIV/AIDS among adolescents.
1.3.2 To education:
Upon its completion, with broadened ideas invested, it will expand nursing knowledge base
especially when the factors influencing behaviour change for HIV/AIDS are found ,the
researcher shall find new discoveries which will be passed on to the practicing nurses and
students throughout course of training.
1.3.3 To research:
It will add to the body of knowledge on factors influencing behaviour change for HIV/AIDS
prevention The study could also be the source of sustainable information supplies sufficient
for gap identification and developing research ideas in future.
1.4 Objectives of the study
1.4.1 Broad objective
To determine factors influencing behavior change for HIV/AIDS prevention among
adolescents in secondary schools in Mbarara municipality.
1.4.2 Specific objective
To determine the influence of HIV and AIDS prevention measures targeted at adolescents on
behavior change for HIV/AIDS prevention of HIV/AIDS among adolescent students in
Mbarara municipality.
To determine the relationship between knowledge of HIV/AIDS prevention and behavior
change for HIV/AIDS prevention among adolescents in Mbarara municipality.
1.5 Researchquestions
Does HIV and AIDS prevention measures targeted at adolescents on behavior change for
HIV/AIDS prevention among secondary students in Mbarara municipality?
What is the relationship between knowledge of HIV/AIDS prevention and behavior change
for HIV/AIDS prevention among adolescents in secondary schools in Mbarara municipality?
1.6 Scope of the study
1.6.1 Geographical Scope
The study will be carried out in Mbarara municipality Mbarara district. Mbarara district is
found in western Uganda and it borders with Isingiro District to the south, Kiruhura District
to the north, Sheema district to the west .Ibanda District to the northwest, Ntungamo District
to the south west.
1.6.2 Content Scope
This study will focus on the identifying the factors influencing behaviour change in HIV
prevention among adolescents in Mbarara municipality selected secondary schools.

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1.6.2 Time scope
Three months from March to June 2017, will be the period when the researcher will collect
data and compile the report. This will be the period of interviewing respondents and
collecting questionnaires from the respondents and writing a final report.
1.7 Conceptual frame work
The health belief model is a conceptual frame used to understand the health behaviours and
the possible reasons for non compliance with recommended health actions. The Health Belief
Model is based on a consideration of multiple consequences both that are health enhancing
and those that are health- threatening. It comprises four elements, arguing that people’s
actions are based on a combination of the subjective sense of vulnerability or susceptibility to
illness, perceived severity of the consequences of the illness, perceived benefits or sense of
efficacy from engaging in the recommended behavior before deciding whether or not to
trigger changes in health related behavior as illustrated in figure 1 below
SOCIAL DEMOGRAPHIC
CHARACTERISTICS
 Age
 Sex
 Religion
 Marital status
 education
BEHAVIOUR PROGRAMS
o School based programs
o Parental counselling
o Peer education
o Mass media
o Youth friendly services
PERCEPTION
 Perceived
susceptibility
 Perceived severity
BEHAVIOUR CHANGE
o Abstinence
o Condom use
o Being faithful

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Health belief model (adopted from Becker and John, 1984)
According to the Health Belief Model of behavior change, the model above explains or
shows that individuals must recognise themselves to be at risk of the health threat, before
they take actions to reduce risky behaviors or to engage in healthy alternative behavior. Thus,
adolescents who report high perceived risk for HIV/AIDS practice safer sexual behaviors,
whereas those who perceive low risk for contracting HIV/AIDS report practicing unsafe
sexual behaviors.
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
This chapter involves all other current relevant literature that is reviewed which include
;factors that influence behavioural change and relationship between knowledge of HIV/AIDS
prevention and behaviour change for HIV/AIDS prevention.

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2.1 factors that influence behavioural change
2.1.1 Gender
Gender differences include the states of being male or female. However this at some
point may translate to the vulnerabilities to HIV/AIDS transmission. Many studies done
indicate that female gender remains vulnerable to HIV/AIDS infection than any other gender.
This is always attributed to the fact that females are weak in making decision concerning safe
sex, and rape. Although there are limited statistics concerning influence of gender on
behaviour change.(CDC, 2015).
A study on Knowledge and Behavioural Factors Associated with Gender Gap in
Acquiring HIV among Youth in Uganda by Shraboni &Rakesh, 2015 showed that young
women were almost two times more vulnerable than young men in acquiring HIV. Women
who had their first sexual encounter under age 15 (7.3%), those who had more than 2 sexual
partners (9.2%) and those who did not use a condom during last sexual encounter (6.4%) and
the prevalence of HIV/AIDS was high compared to the rest of the groups.
Higher risk was found among women (6.3%) than men (2.2%). Significantly less as
compared to men (83.8%) perceived that the probability of HIV transmission may be reduced
by correct and consistent use of the percentage (81.3%) of women condom during sex.
(Shrabon and Rakesh, 2015).
A Cross-Sectional Study done by Ibitola O. Asaolu, Jayleen K. 2016 indicated that
there was a significant association between HIV testing and respondents’ gender, age, age at
sexual debut, and comprehensive knowledge of HIV in the pooled sample. Majority of the
respondents were female (78.1%) and aged 20-24-years (60.7%). However, only a limited
proportion of respondents (36.5%) had ever tested for HIV and even fewer older youth had
significantly higher odds of ever being tested for HIV than younger respondents.
Furthermore, men had lower odds of HIV testing than women.
2.1.2 Knowledge
A study done by Chiamaka . Umeh, James Essien, , Emmanuel N. Ezedinachi, and
Michael W. Ross,(2014) on Knowledge about HIV/AIDS related issues indicated that there
was a significant gender difference in the level of knowledge but the data suggested that
knowledge did not differ by hospital settings. The study showed a fair level of knowledge
among all. Males had significantly higher scores than females. This may be accounted for by
the fact that there were more male, however knowledge did not translate to behavioural
change as most reported involvement in un protected sex even when they have knowledge on
HIV/AIDS consequences.

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A study by Magareth (2010) discovered that the educational status and knowledge of
reproductive health of teenagers was low it is similar to Nambatya (2010) indicated that
behavior change had occurred as 56% of the respondents had abstained from having sex as
compared to 36% of the respondents who had not abstained. Out of the 36% of the
respondents who had engaged in sex, 50.8% of them had used condoms as compared to
49.2% of the respondents who had not used condoms. Females reported an average of 1.48
sexual partners, while the male respondents reported an average of 2.03. Behavior change
was influenced by religion, knowledge of HIV/AIDS, influence from HIV/AIDS prevention
methods and gender.
Shraboni and Rakesh, (2015) showed that Knowledge was also important as many
perceived that the probability of HIV transmission may be reduced by correct and consistent
use of the condom during sex. Hence, there is an urgent need for effective strategies and
programmes to raise awareness on sexual health and risky behaviour, particularly targeting
the youth, which will reduce the gender gap in risky sexual behaviour and new transmission
of HIV in Uganda.
2.1.3 Government policy
The Government of Uganda developed a national policy on HIV/AIDS with roles and
responsibilities of implementing it spread out to heads of institutions, teachers,
educators, community leaders and students. The policy focuses on health particularly
Sexual and Reproductive Health (SRH) and HIV/AIDS, gender and education (UBOS, 2006)
In order to address the problem of increasing HIV infection in secondary schools,
various interventions have been implemented in schools. The main purpose for most of these
programs is to increase HIV/AIDS awareness among students and education service
providers and reduce infection in schools. HIV/AIDS education has been taught in secondary
schools through a variety of extracurricular means including media, youth groups, talks,
drama and music among others (James etal, 2007)
Over the past 10 years, African governments through national AIDS control
programsinternational development agencies, private voluntary organizations, and other
nongovernmental groups across Africa have devoted resources, time, and energy to
developing low-cost interventions to arrest the spread of HIV and AIDS. Many different
programs have distributed AIDS leaflets, badges, stickers, and other paraphernalia. Messages
informing people about the danger of AIDS are regularly broadcast on radio and television,
published in newspapers, displayed on billboards, and performed by local entertainers.
Hundreds of peer educators across the continent visit local bars, beer gardens, hotels, STD
clinics, and work sites to provide AIDS-prevention education and distribute free condoms.
Millions of other condoms are being made available at very low cost through social
marketing programs (NRC, 1996
2.1.4 Education level
A study done by Nataliya( 2015) on factors aassociated with HIV testing indicated that
among 96 HIV positive participants, 78% had never taken a voluntary HIV test so were

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aware of their sero status, and 86% were sexually active in the last 12 months among whom
96% did not use a condom at last intercourse. 11% of all participants had previously
voluntarily tested. Among women who had tested, 60% did so in antenatal care.
The study found that those living in an urban area, and those previously married, were more
likely to be HIV infected. Voluntary HIV testing was more common in those living in an
urban area, females, having secondary or higher education, having first sexual intercourse at
age 17 years or older and using condoms at last sex. Therefore the epidemic is likely to
escalate as individuals with undiagnosed infection are unlikely to change their behaviour or
access treatment. Improving knowledge and increasing testing need to remain central to HIV
prevention interventions.
A study done on Effectiveness of Behavior Change Communications for Reducing
Transmission Risks Among People Living with HIV indicated that, after 2 years, the program
achieved moderate coverage, with 21 % of the sample reporting exposure to interpersonal
communications (IPC) and 52 % to mass media program components.
The odds of condom use, HIV disclosure, and participation in a self-help group increased by
1.4–1.8 times with exposure to mass media. Exposure to IPC increased odds of condom use
by 2.7 and participation in self-help groups by 4.4 times. In addition, being in HIV care or
taking ART was associated with condom use and HIV-status disclosure. About 30 %
experienced physical or sexual violence, and those who did were 4 times less likely to use
condoms. Findings suggest that behavioural interventions for PLHIV can reduce HIV-
transmission risks and increase access to care (Lung Vu, et al, 2014).
2.1.5 Social and religious beliefs
The study done by Catherine S. Nundwe 2012 found that communication between
parents and their adolescent children concerning reproductive health issues take place on
some issues and not others. Specifically issues of sexuality and condom use were always
avoided. When communication takes place it is on topics which are not very sensitive, and
tends to be perfunctory and the study identified that gender differences between parents and
their children, Parents felt that it was a shameful thing to communicate with children of the
opposite sex, fearing that this could be misconstrued by the children to mean that the parent
wants to have sex with them. Low education status of parents, parents expressed the feeling
that if they communicate with their children about reproductive health issues they might be
directing them to engage in sexual experimentation. They also thought that their children
were still too young to know about reproductive health issues .
This study agree with a study done in Ethiopia which showed that being married,
married couples tended to divide responsibilities as to which one of them was responsible for
communicating with their children on reproductive health issues. Traditional norms, these
were alleged to prohibit parents from discussing some issues of reproductive health,
especially issues of sexuality with their children. Religious beliefs, these were alleged to
prohibit talking to their adolescent children especially about STIs, HIV/AIDS, early

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pregnancy prevention and condom use. Occupation, the economic activity in which parents
were engaged was blamed for keeping the parents too busy to take time to talk with their
adolescent (children). All these were considered factors influencing behavioural change as
their children were found to be involved in negative behaviours.
2. 2 Relation ship between knowledge of HIV/AIDS prevention and behaviour change
for HIV /AIDS prevention.
Wambua, (2010) found out that up to 80.7% of the youth were aware that pregnancy and
HIV/AIDS can be prevented by abstinence and 19.7% suggested the use of condoms to
prevent pregnancy and HIV/AIDS. The same study revealed that more than half of the youth
in the study were sexually active, with only 30.5% abstaining from sex. This study indicated
that even when knowledge is sufficient behaviour change is not likely to take place thus
behavioural change is not predicted by knowledge about HIV/AIDS measures.
Maria-Victoria Rydholm (2009) revealed that 90 per cent of the respondents were
willing to know their HIV status while still healthy but lacked basic information about VCT
and therefore a lot of education should be channelled in that direction. The results of
participation in the VCT for HIV exercise were also analysed and it revealed that 91.80 per
cent took the test in the intervention group while 80.00 per cent of respondents took the test
in the control group. The study recommended that mass campaigns on “Know your HIV
status” should be intensified throughout the year this would benefit both in and out of school
adolescents. VCT education as a topic to the HIV/AIDS education that exists in the
curriculum and stress on VCT during the teaching and learning of these topics since
adolescents play a role in the efforts towards reducing HIV/AIDS.
A similar study done in in Tanzania and Uganda assessing knowledge on VCT for
HIV among adolescents revealed that 65% of the respondents were willing to know their
HIV status while still healthy but lacked basic information about VCT and also
recommended that a lot of education on HIV should be emphasised ( Kansu, 2010).
Stephens, etal (2012) indicated that the mean percentage of knowledge questions answered
correctly was 96% and 98% agreed that all sexually active adults should know their status
and that condom use is important, but only 56% believed getting tested was common and
66% believed that it was common for students to always use a condom.
As with the previous survey, we again found that students had excellent knowledge yet
perceived use of testing services and condoms remain lower than might be predicted based on
knowledge scores. HIV-Related knowledge, attitudes, and practice among educated young
adults are not directly translated to behaviour change for HIV prevention.
Namuddu (2012) reported that knowledge of HIV prevention services among the
school adolescents increased from 32% to 88% after intervention. Therefore building the
capacity of peer educators and selected school teachers and nurses to offer HIV prevention
services increased HIV prevention service availability in the four intervention schools.

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Ibitola ,(2016) revealed that (25.7%) demonstrated comprehensive knowledge of
HIV/AIDS and those with comprehensive knowledge of HIV had significantly higher odds
of ever being tested for HIV than younger respondents and those with limited HIV/AIDS
knowledge respectively therefore reaching youth in sub-Saharan Africa for HIV testing
continues to be a challenge. Public health programs that seek to increase HIV counselling and
testing among youth should pay particular attention to efforts that target high-risk
subpopulations of youth.
Brima (2015) indicated that although 82% of men and 69% of women had heard of
HIV, only 35% and 29% respectively had heard of antiretroviral therapy. This study was
consistent with the study done by Nambatya 2012, which showed that HIV testing, is
uncommon and most infected individuals are unaware of their sero status and that individuals
with undiagnosed infection are unlikely to change their behaviour or access treatment.
Therefore improving knowledge and increasing testing need to remain central to HIV
prevention interventions in Uganda.
Abraham , Gatta, Gloria Thupayagale (2012) revealed that 75.7% of students are aware
of the voluntary HIV counselling and testing services; 62.2% use the services and suggested
that VCT services should be located in schools and youth clubs for better access by
adolescents, 32% of respondents rated themselves at risk of HIV infection and 35.2% were
not willing to disclose their HIV-positive status to anybody.
The study done on the extent of knowledge about HIV/AIDS among young people by Seth
Agyemang1, Daniel Buor and Eva Tagoe-Darko showed that all the respondents had heard of
HIV/AIDS. The most important sources of information were radio (86%) and television
(72.2%). The common sources of infection of HIV/AIDS as well as the means of prevention
were also known. Misconceptions about the disease nevertheless existed. Nearly half (48.4%)
believed that HIV/AIDS could be spread by mosquito bites, while 34% said the disease could
be spread by spiritual means.
Factors associated with knowledge of HIV/AIDS were education, place of residence,
religion, ethnicity, and living arrangements. These findings showed that, however much
people had knowledge they still had misconceptions on the way of transmission and their
knowledge did not translate to behavioural change as most of them continued in risky sexual
behaviours. Thus the findings called for increased access to formal education to defuse false
perceptions and beliefs, the need for sustained HIV/AIDS education and communication, and
HIV/AIDS education in health settings.
A study done about Change on Knowledge Attitude and Practice of HIV/AIDS among
High school students with both intervention and control groups respectively indicated
significant increase in knowledge that HIV can be prevented by condom use 59% ,and there
was an increase in need for VCT .(Henrietta U. 2015). This study concluded that although
health education results in increase in knowledge, repeated on going health education will be
required to see changes in attitude and practice of adolescents towards HIV/AIDS. A similar
study done showed that there is evidence of some positive behavior in that most youth (88%)

21
with knowledge of AIDS, were willing to test for HIV. A high percentage (88%) of those
who knew someone with AIDS was willing to test for HIV. In addition, a large majority
(85%) of the respondents who could identify persons at risk of HIV infection were willing to
test. However, the above did not translate into positive behavior change. This indicates that
many factors influence behavioural change.
Another study done by Henrietta U (2015) indicated that 67% of the youth were
currently married; 17% cohabiting and 6% divorced/separated/widowed and only 10% were
never married. Although the respondents with knowledge of HIV/AIDS were 98%, those who
knew persons sick or dead of AIDS related diseases were 86% and knew who were at risk of
HIV were 66%. Only 7% of the respondents were abstaining from sex at the time of the
survey and 40% had used condoms in the last 12 months preceding the survey. Overall, 68%
of the males and 64% of the female youth had sex in the past 12 months and of these 23%
had sex with at least 2 partners. This indicated that behavioural change is not apparent since
most had played sex and few abstaining.
CHAPTER THREE: METHODOLOGY
3.0 INTRODUCTION
In this section, all methodological details of the study are presented under appropriate
sub-topics. They include; Study Design, Study Area, Target Population, Sample Size
and Sampling Procedure, Inclusion Criteria, Exclusion Criteria, Ethical Considerations,
Data Collection Methods and Research Instruments, Pilot Study, Data Management and
Quality Control and Data Analysis.
3.1 Study design
This study will be a cross sectional descriptive design. This is considered as an appropriate
research design because according to Cohen and Lawrence (1995), descriptive designs gather
data at a particular point in time with the intention of describing existing conditions or
identifying standards against which existing conditions can be compared or determining
relationships that exist between specific events.
3.2 Study area
The study will be conducted among secondary school students in Mbarara municipality,
Mbarara District, in the south western Uganda. These included students from mixed schools

22
and single schools in Mbarara municipality. Mbarara district is found in western Uganda and
it borders with Isingiro District to the south, Kiruhura District to the north, Sheema district to
the west .Ibanda District to the northwest, Ntungamo District to the south west. Mbarara
municipality is divided into five divisions namely Kamukuzi, Kakoba, Biharwe, Nyamitanga
and Nyakayojo. One of the main health challenges facing the area is HIV/AIDS (Uganda’s
Ministry of Finance and Planning, 2014).
3.3 Target population
The study population will comprise of school boys and girls in Form One to Form six classes
from selected Secondary schools in Mbarara municipality.
3.4 Sample size and procedure
Stratified random sampling will be used to identify six schools from 28 schools that will
make up the sample. According Cohen and Lawrence (1995), a sample of 10% of the
population is adequate in large populations, while 20% of the population is acceptable in
small populations. In this study, 20% will be acceptable as the population will be small,
hence the 6 schools. The sample will be stratified into three categories namely, mixed
schools, single boys’ and girls’ schools. Class registers will be used to randomly select
students by use of Probability of population by sample size will be used to determine the
number of students to be sampled per form depending on the sizes of the classes. To
determine the sample size, Mugenda and Mugenda (1999) formula will be used.
That is n=z²pqd² Where,
N= minimum population required
z= Standard normal deviation (1.96) corresponds to 95% confidence interval.
p= Proportion in target population with the desired characteristic, (50% HIV adult prevalence
of 15-49 years) q= 1-p (1-0.57) =0.43 d= degree of accuracy, that is 0.05
n= (1.96²) (0.5) (0.5) ÷0.05²
n= 384
The expected sample size is 384 students.
3.5 INCLUSION CRITERIA
Form one to six students who will be selected from the six schools that will be randomly
selected to give their informed consent to participate in the study as respondents ranging from
14-19 years.
3.6 EXCLUSION CRITERIA
All the form one to six students from the six randomly selected schools who will not be
selected as study subjects and those who will not give their informed consent to take part in
the study. In addition, those not in the age group of 14-19 year.

23
3.7 RESEARCH INSTRUMENT
Since the study involves a collection of primary survey data, a questionnaire will be
administered. Each item in the questionnaire develops to address a specific objective and
research question. The items in the questionnaire will come from the literature review and
from previous studies. This being a study in the social sciences, a questionnaire will be
suitable to use as the questions especially the closed ended ones are easy to analyse,
administer and economical to use in terms of time and money. Three research assistants will
be used to administer the questionnaires to the participants. The research assistants will
distribute the questionnaires to the participants after seeking for informed consent. They then
collect the questionnaires after the participants have filled them.
3.8 Reliability
3.9 Pre test
Two secondary schools from Mbarara municipality will be randomly selected for the pre test.
The two schools will not therefore be involved in the subsequent actual study. The purpose of
the pre test will be to determine the administrability and reliability of the instrument. The
test-retest technique will be used to establish the reliability of the questionnaire. The
questionnaire will be administered twice to the respondents with a time lapse interval of two
weeks. The scores from the two tests will be correlated and a high reliability coefficient of
r>0.5 should be found. The content validity of the questionnaire will be assessed by the
researcher’s supervisors. They will help to determine if the questions asked obtain the
required information, answerable and analysable.
3.10 data management and control
Data that will be collected coded and analysed using SPSS (Statistical Package for the Social
Sciences).
3.11 Data analysis
Research findings will be presented using pie charts, bar diagrams, frequency distribution
tables, measures of central tendencies and ratios. The measures of central tendency that will
be used include mean and median. Chi-square will also be used to compare the relationship
between variables at a significance level of 0.05.
3.12 Ethical considerations
The researcher will get permission to carry out the study from Bishop Stuart University,
School of nursing. Authority will be also obtained from the Mbarara District Education
Officer, Commissioner and from the Mbarara municipality Area Education Officer. Likewise,
permission will be sought from the various individual head teachers of the sampled schools
before involving the students as subjects in the study because these students will be minors,
and those who will not give their consent will not be forced to participate in the study. The
privacy and confidentiality of the information given by the subjects will be maintained in the
course of the study.

24
3.13 Dissemination of results
The findings of the study will be compiled into a report and copies will be produced and
disseminated to;
The university library
Government
Other researchers
Schools
References
UNAIDS. AllIn, #End Adolescent AIDS, 2015. Accessed April 28, 2016 from
http://www.unaids.org/sites/default/files/media_asset/20150217_ALL_IN_brochure.pdf
Kirby D. “Sex and HIV Programs: Their Impact on Sexual Behaviors of Young People
throughout the World.” Journal of Adolescent Health 40 (2007): 206-217.
WHO. Health for the World’s Adolescents: A second chance in the second decade, 2014.
Accessed April 28, 2016 from http://apps.who.int/adolescent/second-
decade/section3/page2/mortality.html
Mugenda, O. and Mugenda, A. (1999). Research Methods. Quantitative and Qualitative
Approaches. Nairobi: African Center for Technology Studies (ATCS).
UNAIDS (2015) ‘Fast-Tracking combination prevention’
Idele P, Gillespie A, Porth T, Suzuki C, Mahy M, Kasedde S, et al. Epidemiology of HIV and
AIDS among adolescents: current status, inequities, and data gaps. J Acquir Immune Defic
Syndr. 2014;66(Suppl 2):S144–53. PubMed Abstract | Publisher Full Text
Cohen, L., and Lawrence, M. (1995). Research Methods in Education (4th Ed). London:
Rout ledge.
UNAIDS. (2008). Report on the Global AIDS Epidemic. Geneva: Arington
Joint United Nations Programme on HIV/AIDS (UNAIDS).; The Gap Report ISBN: 978-92-
9253-062-4.; 2014. [Accessed on 12 July 2015].
UMoH (2012) Uganda AIDS Indicator Survey (UAIS) 2011. Uganda Ministry of Health
(UMoH), Kampala, 1-252. http://health.go.ug/docs/UAIS_2011_REPORT.pdf

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UNAIDS (2014) The GAP Report. Joint United Nations Programme on HIV/AIDS
(UNAIDS), 1-422.
http://www.unaids.org/sites/default/files/media_asset/UNAIDS_Gap_report_en.pdf.
UNAIDS (2014) Uganda Developing Subnational Estimates of HIV Prevalence and the
Number of People Living with HIV: Uganda. Joint United Nations Programme on
HIV/AIDS, UNAIDS/JC2665E, 1-22.
http://www.unaids.org/sites/default/files/media_asset/2014_subnationalestimatessurvey_Uga
nda .en.pdf.
UNAIDS (2010) Combination HIV Prevention: Tailoring and Coordinating Biomedical,
Behavioural and Structural Strategies to Reduce New HIV Infections. A UNAIDS Discussion
Paper 10, Joint United Nations Programme on HIV/ AIDS (UNAIDS), 1-36.
http://www.unaids.org/sites/default/files/media_asset/JC2007_Combination_Prevention_pape
r_en_0.pdf
UNAIDS (2012) Global Report on AIDS Epidemic. Joint United Nations Programme on
HIV/AIDS (UNAIDS), 1-212.
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ogy/2012/gr2012/201211 20_UNAIDS_Global_Report_2012_with_annexes_en.pdf
UNAIDS/UAC (2012) Global AIDS Response Progress Report: Uganda Jan 2010-Dec 2012.
Joint United Nations 950 A. Rukundo et al. Programme on HIV/AIDS (UNAIDS)/Uganda
AIDS Commission (UAC), 1-71.
http://uganda.um.dk/en/~/media/Uganda/Documents/English% 20 site/Danida/Annual % 20
Performance % 20 Review % 20 for % 20 the % 20 NSP % 20 2012.pdf.
Joint United Nations Programme on HIV/AIDS (UNAIDS) Global report: UNAIDS report on
the global AIDS epidemic, Available at
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DS_Global_Report_2013_en.pdf . 2013. [15 January 2015]. ISBN 978-92-9253-032-7,
UNAIDS. Global report: UNAIDS report on the global AIDS epidemic 2013. Geneva:
UNAIDS; 2013
UNAIDS. Fact Sheet: UNAIDS’s vision: zero new HIV infections. Zero discrimination. Zero
AIDS-related deaths [Internet]. 2012 [cited 2015 Jan 29]. Available from:
http://www.unaids.org/en/media/unaids/contentassets/documents/factsheet/2012/20120417_F
S_adolescentsyoungpeoplehiv_en.pdf
UNICEF. Opportunity in crisis: preventing HIV from early adolescence to early adulthood.
New York: UNICEF; 2011.
Uganda Ministry of Health, ICF International. 2011. Uganda AIDS indicator survey: key
findings. Calverton: ICF International; 2012

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UNAIDS. 2010 report on the global AIDS epidemic. Joint United Nations programme on
HIV/AIDS. Available from: http://www.unaids.org/globalreport/Global_report.htm
Uganda Ministry of Health, ICF International. 2011. Uganda AIDS indicator survey: key
findings. Available from: http://health.go.ug/docs/UAIS_2011_KEY_FINDINGS.pdf
UNAIDS: Worldwide HIV & AIDS Commentary, 2010. 2013, Geneva: Joint United Nations
Programme on HIV/AIDS (UNAIDS)Google Scholar
Joint United Nations Programme on HIV/AIDS (UNAIDS).; The Gap Report ISBN: 978-92-
9253-062-4.; 2014. [Accessed on 12 July 2015].
Joint United Nations Programme on HIV/AIDS (UNAIDS) Global report: UNAIDS report on
the global AIDS epidemic, Available at
www.unaids.org/en/media/unaids/contentassets/documents/epidemiology/2013/gr2013/UNAI
DS_Global_Report_2013_en.pdf . 2013. [15 January 2015]. ISBN 978-92-9253-032-7,
UNAIDS. Report on the Global AIDS Epidemic. Geneva, Switzerland: UNAIDS; 2008
UNESCO, UNAIDS, UNFPA, UNICEF,WHO, 2009; Gender and HIV/AIDS prevention
among young people, medical journal vol 1,retrieved from http://data.unaids.org/pub.
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and AIDS Response, 2015/2016 - 2019/2020’
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National Academies Press. doi: 10.17226/5177.
Daniel .low-Beer and Rand L.Stoneburner (2004);Behavior & communication change in
reducing HIV ; African journal of AIDS Research vol 1; www.cdre.org.za.
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Macro International.
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Evaluating HIV/AIDS Education programs in Uganda Secondary schools. Development in
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vol 4 (2):470; DOI :10,4081/jphr.2015.470.

27
CDC, Diagnoses of HIV infection in the in the united states and dependent areas, 2015:HIV
surveillance Report ,2016; https://www.cdc.gov/hiv/group/gender/women.
APPENDIX A
Informed Consent Explanation Form
My name is Namanya Eliot under graduate student pursuing bachelors degree in Nursing
Science at Bishop Stuart University, Mbarara.
Purpose of the Study
I am conducting a study on factors influencing behaviour change for HIV/AIDS prevention
among secondary school adolescents in Mbarara municipality.
Procedures
If you agree to participate in this study then information on your background characteristics,
sexual and reproductive health issues, practices and knowledge on emergency contraception
will be sought. The questionnaire will be administered by a researcher or with the help of a
research assistant. The information that you provide during the study will be kept
confidential. Only the interviewer and researcher will have access to the questionnaires and
the information that you provide. The survey will take 15-20 minutes to complete.
Benefits of the Study
By participating in this study, and answering the questions, you will not receive any direct
benefit. However, the information you provide will help to increase our understanding on
how we can cub down HIV/AIDS pandemic. I hope that the results of the study will help us
design measures which are appropriate.
Risks
Your participation in this study will not involve any risks to you. The risk may be minimal as
some of the information required is personal.
Rights

28
Your participation in this study is voluntary and you have the right to refuse to participate or
not to answer any questions that you feel uncomfortable with. If you change your mind about
participating during the course of the study, you have the right to withdraw at any time. The
decision not to participate or to withdraw will not affect any aspects of your life. If there is
anything that is unclear or you need further information, I shall be delighted to provide it.
Contacts
You may contact the researcher-Namanya Eliot on 0705849438 or
eliotnamanya2@gmail.com. In case of further queries, you may contact him personally at
Bishop Stuart University, Ruharo Nursing Campus.
Do you have any question about the study?
Declaration of the Respondent:
I have understood that the purpose of the study is to collect information about the factors
influencing behaviour change for HIV/AIDS prevention among secondary school adolescents
in Mbarara municipality. I have read and been informed about what the study entails. I have
had the opportunity to ask questions about the study and any questions that I have asked have
been answered to my satisfaction.
Therefore I voluntarily consent to participate in this study and understand that I have the right
to withdraw from the study at any time without anything affecting my life.
Signature of Respondent: ___________________ Date: ______________________
Signature of Researcher: ___________________ Date: _______________________

29
Questionnaire
You are required to respond to the following questions by ticking in the spaces provided
Against each option or by writing in the spaces provided where there are no options.
Where “others” is your option, please specify appropriately in the spaces provided.
Name of school: ………………………………………………………………………
Division: ……………………………………………………………………………….
Date: ……………………………………………………….
SECTION A: BACKGROUND INFORMATION OF THE RESPONDENT
1. Sex:
Male Female
2. Age
(i) 14 15 16 17 18 19
3. Class/form 1 2 3 4 5 6
5. What is your religion (tick appropriately)
i) Protestant ii) Catholic iii) Muslim iv) SDA
v) Others (specify) _________________________________________
6. Whom do you stay with at home?
i) Parents ii) Uncle iii) Sister
iv) Brother
v) Aunt
vi) Others (specify) _________________________________________
7. Where do you spend your leisure time?
i) Discos
ii) Games/sports
iii) Watching videos

30
iv) In bars
v) Drama club
SECTION B: SOCIO-DEMOGRAPHIC FACTORS
8. Have you ever had sex?
Yes No
9. How old were you when you had sex for the first time?
_______________________________________________
10. When was the last time you had sex?
i) One week ago
ii) Two weeks ago
iii) 1-2 months ago
iv) Six months ago
v) One year ago
11. How many sexual partners do you have?
__________________________________________________
12. a) Have you used a condom?
Yes No
Not applicable……………………………………….
b) If yes, how often do you use a condom?
i) Every time ii) Sometimes iii) A few times
iv) Not applicable………………. …………………….
13. The last time you had sex, did you use a condom?
Yes No Not applicable…………..
14. a) Have you ever suffered from a sexually transmitted infection?
Yes No

31
b) If yes, where did you go for treatment?
i) Private clinic ii) Bought drugs iii) Hospital
iv) School clinic v) Friend
15. Does having unprotected sex with your boy friend/ girl friend prove that he/she loves
you?
Yes No
16. What are your fears about your sexual partners when you consistently use a condom
every time you have sex?
i) You do not love him/her
ii) Your are not trusted
iii) Does not enjoy sex
iv) You have sexually transmitted disease
v) Others (specify) _________________________________________
17. What do you think people say about you when you abstain from sex? (Tick all if
applicable).
i) Coward ii) Infected with HIV iii) Not functioning sexually
iv) Responsible
v) Nothing
SECTION C: KNOWLEDGE ON HIV/AIDS
18. The following are suggested factors that predispose adolescents to HIV/AIDS. Please
indicate your opinion of these statements by putting a tick against SD, D, N or SA on the box
provided after each question where;
i) SD stands for Strongly Disagree with the statement
ii) D stands for Disagree with the statement
iii) A stands for Agree with the statement
iv) N stands for Neither Agree nor Disagree with the statement
v) SA stands for Strongly Agree with the statement
Factors predisposing adolescents to HIV/AIDS SD N A SA

32
Male/female circumcision
Reading or watching pornography
Drug use and abuse
Peer pressure
Influence from mass media
poverty
Availability of contraceptives
Curiosity/need to experiment
Poor role modelling
relaxed rules of home/society
19 Which of the following are true or false in your opinion (tick in the blank spaces provided)
(a) A person can be with HIV/AIDS but not even know about
(b) One can tell someone infected with HIV/AIDS virus just looking at him or her
(c) A person who is sick with AIDS can infect others
(d) Risk of contracting HIV is increased by presence of of other sexually transmitted
diseases
(e) HIV is transmitted by engaging in un protected sex
(f) A person with many different sexual partners could be at risk of HIV infections
(f) By reducing the number of sexual partners ,one reduces chances of HIV infection
(g) Regular use of condoms helps to reduce the risk of contracting HIV
SECTION D: BEHAVIOUR PROGRAMS TARGETED AT ADOLESCENTS
20. In your opinion, HIV prevention efforts focus on, (tick one only)
i) Delaying the sexual onset of sexual intercourse
ii) Promoting abstinence
iii) Decreasing frequency and number of sexual partners
iv) Use of condom

33
v) Treatment of sexually transmitted infections (STIs)
vi) All the above
21. Which of the following behavioral programs targeted at the youth is the most effective?
(Tick only one)
i) Parental counselling
ii) School based programs like being taught about HIV/AIDS in schools
iii) Use of peer counsellors as agents for behaviour change
iv) Newspapers
v) The mass media
vi) Others (specify) _________________________________________________
22. Have you ever heard about Voluntary Counselling and Testing (VCT)?
Yes No
23. What happens at a VCT centre? (More than one answer is allowed).
i) Financial support e.g. school fees ii) Testing for HIV status
iii) Treatment for HIV/AIDS iv) Giving food
v) Counselling to cope with results
24. a) During the last twelve months, did you have any Voluntary Counselling and Testing?
Yes No
b) If yes, where did you seek VCT?
i) Hospital ii) Private clinic iii) VCT centre iv) Herbalist
v) Others (specify) _______________________________________________ 25. a)
Have you ever heard about youth friendly services?
Yes No
b) If yes, how did you learn about youth friendly services?
i) Through friend/relative ii) Television iii) Church iv) Teacher
v) Others (specify) _______________________________________________

34
26. What activities in relation to HIV/AIDS prevention do you do in your school? (More than
one answer is allowed).
i) Peer education/counselling ii) Guidance and counselling
iii) Being taught about HIV/AIDS by the teacher iv) Straight talk club
v) Others (specify) _______________________________________________
27. Most people are afraid of HIV test because they would not like to know their status.
True False
28. a) would you like to know your HIV status?
Yes No
b) If yes, give reasons for your answer.
_____________________________________________________________________
29. Which statement among those given below would you support about behaviour programs
targeted at the youth.
i) Adolescents are a neglected group by the health system
ii) There are many youth friendly services being offered in Uganda
iii) The media play a great role in transmitting HIV/AID prevention messages
iv) VCT is not important at all
. BUDGET
Item Per item cost Total Cost
Printing 200=/page(8*200=) 1600=
Photocopying 75=/page(5*75)=375=(375*384) 144000=
Transport (2months) ……………………………….. 145600=

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