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

Abstract

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.