Prevalence and Patterns of Gender Violence: Major Variables in the Exposure to HIV/AIDS among Women in Nigeria

This study was carried out among 183 women in Ilorin metropolis, Nigeria. The study was designed to examine prevalence and patterns of gender violence and its relationship with sexually transmitted infections, including HIV/AIDS among women. Four research questions and two hypotheses were raised. Frequency counts and percentages, Pearson’s r and analysis of variance (ANOVA) were used to analyze the data. The results show that cultural belief, traditional values and superstitions were responsible for acts of violence against women in Nigeria. Others are non-assertiveness and fear of marriage breakup. The study revealed that the most prevalent form of violence against women is physical (78%), closely followed by sexual violence (42%). Polygyny (78%) and cultural belief, traditional values and superstitions (75%) were responsible for the exposure of women to HIV/AIDS in Nigeria. The first hypothesis which states that there will be a significant difference in the perception of gender violence based on type of occupation was accepted and the second which states that there is a significant relationship between prevalence of gender violence and exposure to HIV/AIDS was also accepted. To curb the incidence of gender violence, the study highlighted the need for cultural reorientation, socialization, assertiveness training and legislation. The position of this paper is that violence in all its ramifications is unacceptable, that no Nigerian woman deserves to be physically battered, deprived of sex (as punishment), forced into coitus, or made to suffer psychologically. Key Words: Gender Violence, Exposure to HIV/AIDS, Culture, polygamy and Women

Attitude and Knowledge of First Year University Students towards Sexually Transmitted Infections and Human Immunodeficiency Virus (STI/HIV) in Ogun State, Nigeria

Sexually transmitted infections (STIs) and Human immunodeficiency virus and acquired immune-deficiency syndrome (HIV/AIDS) are global problems and currently over 100 million STIs occur each year in people within the 15-24 age bracket. Young people between ages 15 and 24 also account for more than fifty (50) percent of all HIV infections throughout the world. A survey research questionnaire made up of three trajectories including sexual behaviour scale, attitude towards STI/HIV/AIDS scale and knowledge of STI/HIV/AIDS scale was used in this study (n= 226, mean=18.3years). The study made use of frequency counts, percentage and regression analysis. The study indicates a fairly high knowledge level of STI/HIV (89.4%) with more males (87%) and younger participants (88%) possessing good knowledge of STI/HIV. Majority of the participants are sexually active (63.3%) and of this are more males (61.3%) and younger participants (15-19 years, 60%). Findings show that age (β = 0.025; t = 0.04; p > 0.05) was not a predictor of attitude towards STI/ HIV. However, knowledge of STI/HIV (β = 0.459; t = 5.032; p < 0.05) and sexual behaviour (β = 0.341; t = 4.278; p < 0.05) were strong predictors of attitude towards STI/HIV. This study shows the need for strong advocacy, enlightenment and community mobilization for improved awareness of STI/HIV. Local, community and religious leaders, including youth leaders should be incorporated into the drive to increase awareness and knowledge of STI/HIV/AIDS among young people in Nigeri

Teachers Social Feedback on Test Performance of Primary School Pupils

This study investigated the effect of teachers’ social feedback on test performance of pupils. The study adopted the between-subject experimental design. Social feedback perception scale (SFPS) was designed and employed to measure the effect of teacher’s social feedback on the participants. Participants age ranges between 7 and 10 years (average age = 8.17 years). There were eight male and ten female pupils randomly selected from a private primary school in Ota, Ogun State. The odd-even number separation method was employed to place the participants into either the experimental or control groups. Two hypotheses were formulated for the study. The study found a significant effect of teachers social feedback on students’ perception (U = 33.500, N1 = 9, N2 = 9, p< 0.05, one-tailed) and a significant difference in perception of teachers social feedback among pupils based on gender (U = 27.571, N1 = 8, N2 = 10, p< 0.05, one-tailed). Both hypotheses were accepted. Consequent upon these findings, teachers are encouraged to use social feedback as it has a positive effect on pupil’s test performanc