Managing Education in Peculiar Situations: A Case Study of Students’ Responses to Active-Learning and Peer-Tutoring Strategies in HIV/AIDS Classroom in Ekiti State, Nigeria

  • Margaret Olanireti AYODELE Bamidele Olumilua University of Education, Science and Technology Ikere -Ekiti (BOUESTI), Ekiti State, Nigeria.
Keywords: Education, HIV/AIDS, Active-learning, Peer-tutoring, Ekiti State, Nigeria


The Global Educational system has encountered significant problems due to the persistent occurrence of pandemics from time to time. This pandemic ranges from Covid-19, HIV/AIDS, Ebola and the like. This study investigated managing education in a peculiar situation concerning students’ responses to active learning and peer-tutoring strategies in HIV/AIDS classrooms in Ekiti State, Nigeria. The study also examined the moderating effects of gender and self-efficacy on active learning and peer-tutoring on students' achievement in HIV/AIDS classrooms. A pre-test, post-test, control quasi-experimental design with a 3x2x2 factorial matrix was adopted for the study. The sample consisted of one hundred and fifty (150) students drawn from three randomly selected government secondary schools in Ekiti State. Each class was randomly allocated to one of the treatment conditions (active-learning, peer-tutoring, and conventional method). The experiment used Four contact sessions of 40 minutes per lesson in each of the three schools, which lasted for six weeks. In collecting data, Two measuring instruments, the Achievement towards HIV/AIDS Questionnaire (ATHAEQ) and Self-Efficacy in HIV/AIDS Education Questionnaire (SEHAEQ), were used. Findings from the study revealed significant effects of active learning, peer-tutoring and self-efficacy on students' achievement in HIV/AIDS classrooms. Therefore, the government recommended encouraging teachers to use active learning and peer-tutoring in the classroom. The study also advised the government to create an environment where students can study as groups, giving room for active participation in the school.

Author Biographies


Middle Avenue Newcastle Upontyne, United Kingdom.

Margaret Olanireti AYODELE, Bamidele Olumilua University of Education, Science and Technology Ikere -Ekiti (BOUESTI), Ekiti State, Nigeria.

Department of Social Science Education,


Adeyemo, R. (2015). Review of adolescent attitude towards sexual practice.
Journal of counselling and human development. University of Ibadan 11, 4.
Ajuba, B. (2011). Impact of peer-tutoring on the academic achievement in science
among Secondary School, Unpublished M.Sc Seminar paper, University of Ibadan.
Alhassan, O. (2011). Evaluation of Instructional Strategies in Classroom Teaching.
A seminar paper presented in the faculty of Education, Ekiti State University,
Avert, (2016). A global report on HIV/AIDS. Retrieved 7 March 2017 from
Cameron, B. (2010). London on society for teaching and learning in higher
Education. Active learning green guide, 7th Edition. Retrieved 2 January 2015
Femi, S. & Anthony, A. (2020). Managing education in a peculiar environment
A case study of Nigeria's response to Covid-19 is available on;
Hoell, W. & Moelter, M. (2011). The Implication of a Robust Curriculum in
Introductory Mechanism. American Journal of Physics, 15 (1), 121-140.
John, I. (2012). Addressing youth vulnerability to HIV/AIDS in Nigeria. A paper was presented to the National Agency for the control of AIDS.
NERDC, (2011). Presentation of National High School Scheme of work for Civic
Education 2015/2016.
Okoye, A. (2013). Effects of Peer-tutoring methods on students’ Academic Achievement
in Home Economics. Academic Journal of Inter-Disciplinary Studies MCS ER
CEMAS Publisher.
UNESCO, (2018). The Role of the Education Sector in the HIV Response. Retrieved
30 August 2018. From