The effects of a social-cognitive method based education on knowledge and attitudes intentions with respect to HIV transmission among students in Maragheh,Iran

Objective

To evaluate a social-cognitive method based HIV/AIDS prevention education among students in high schools of a small city in Maragheh, Iran.

Methods

The study was based on a pre-post-quasi experimental design; pre-experimental questionnaires were administered among a total of 369 students chosen from 10 different high schools. We used a validated, self-administered questionnaire as the research instrument. The questionnaires examined validly and reliably with Cronbach''s alpha test (83%). Students were randomly divided to the general physician intervention group and the specialist intervention group for gaining the social-cognitive method based HIV/AIDS prevention education. After two months, the post-experimental questionnaires were administered among the same students.

Results

The mean score of educational pre-experimental questionnaires was 10.127 4, and the mean score of post-experimental questionnaires was 12.430 9. The difference was significant (P<0.001). On the other hand, the attitude pre-experimental questionnaires mean score was 50.804 3, and the post-experimental questionnaires mean score was 51.744 6, the difference regarded to attitude was not significant (P>0.055).

Conclusions

Although the social-cognitive method based education was not associated with a change in students'' attitude about HIV/AIDS prevention, but was associated with higher knowledge in this regard. Peer group education, condom promotion and useful and productive life skills taught by trained experts are needed to educate the high school students regarding the health consequences of HIV/AIDS for having a significant effect on their attitude.