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Teaching Strategies as Stimulus of Integrated HIV/AIDS Education in the Secondary School Curriculum in Kenya

The purpose of the study was to establish the influence of teaching strategies on the implementation of integrated HIV/AIDS education in the secondary school curriculum. In Kenya, HIV/AIDS remains a significant challenge in all sectors of the economy; education is included. Failure in addressing the impact of HIV/AIDS would, therefore, put the country at the high risk of losing all the gains it has made in the education sector. The Innovation Decision Process Theory and the Health Belief Model guided the study. The study adopted a postpositivist philosophy paradigm. The mixed research design was adopted. The selection of 30 headteachers was made using purposive sampling, whereas 120 teachers stratified sampling and 528 students were selected using simple random sampling. Students’ and teachers’ questionnaire and head teachers interviews were used to obtain the required data from the respondents. Cronbach’s Coefficient Alpha was used to establish the reliability and validity of the research instrument determined using expert judgment. The data was therefore analyzed using inferential statistics and descriptive statistics with the aid of Statistics Packages for Social Sciences version 21. The inferential statistics comprised of Spearman’s rank correlation, t-test and multiple regression. From the multiple regression model, (R2 = .810) showed that all the predictors used the account for 81% variation in the implementation of the integrated HIV/AIDS education. The study recommends that the Kenya Institute of Curriculum Development provide in-service training for teachers on HIV/AIDS education. The study also suggests that high priority must be given to training teachers to teach HIV/AIDS.