TEACHING AND LEARNING NEEDS FOR FAMILY LIFE AND HIV EDUCATION CURRICULUM IMPLEMENTATION OF SECONDARY SCHOOLS IN OBOLLO-AFOR EDUCATION ZONE ENUGU STATE.
The purpose of the study was to find out the teaching and learning needs for family life and HIV education curriculum implementation of secondary school in Obollo-Afor education zone, Enugu State. To realize the purpose of the study, nine specific objectives with corresponding research questions were posed and two null hypotheses postulated for the study. The descriptive research design was used for the study. The population for the study consisted of 10,139 students and 99 FLHE teachers, while the multi-stage sampling procedure was used to draw a sample of 350 students and all the FLHE teachers were used for the study. The instrument for data collection was the 31 and 25 item researcher designed questionnaire for teachers and students respectively was used for the study. The research questions were answered using means and percentages while the null hypotheses were tested using the t-test and chi-square statistics. The major findings of the study were as follows: teachers engaged in re-training to teach FLHE in secondary school, and teachers engaged in seminar to teach FLHE. Magazine, Posters, Pamphlets, and Television were mostly the teaching aids available for FLHE curriculum implementation in schools. The methods teachers mostly used for the implementation of FLHE in schools were demonstration, story-telling, lecture and discussion. FLHE teachers used the FLHE time table as stipulated in the time table, teachers teach FLHE at their own convenient time and also teachers used FLHE time table to teach other topics of other subjects in schools. There were conducive classrooms, FLHE section in library, and halls for students for the implementation of FLHE curriculum in secondary school. Posters, chalkboard, and FLHE textbooks were mostly the available learning aids in school for FLHE. The methods mostly used for the learning of FLHE in school were the demonstration, discussion, story-telling and lecture. To a high extent learners used FLHE time table as it is in the school time table, to a high extent teachers only teach the students when they want to and students miss FLHE class because the teacher did not come to class. Facilities mosrtly available for learning FLHE were library, trained teachers, conducive classroom, and drama hall. There was a significant difference in the response of experienced and less experienced FLHE teachers on the methods of teaching FLHE and utilization of FLHE time table in school. There was also no significant difference in the response of male and female FLHE teachers on the availability of teaching aids and methods of teaching FLHE in school respectively. The researcher recommended that the SMOE should make the teaching and learning of FLHE compulsory in school to help the students (adolescents) with the correct information about their body from birth to death through the right source for the prevention and spread of HIV among the adolescents. SMOE and PPSMB should mount seminars, workshops for FLHE teachers and establish resource centers in the education zone for easy teaching and learning of FLHE in secondary schools.
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