HIV/AIDS related knowledge and attitudes towards learners infected with HIV among high school learners in Gauteng and North West Provinces in South Africa : perspectives of HIV and AIDS across populations
Bibliographic record
Abstract
The study assessed high school learners' HIV knowledge and attitudes towards learners infected with HIV/AIDS. The survey was part of formative evaluation with grade 10-12 learners in order to assess the acceptability of HIV counselling and testing (HCT) at schools. The study consisted of 17 high schools in two provinces in South Africa. T-tests were used to compare the differences in the mean HIV knowledge scores. Logistic regressions were performed to establish associations between demographic variables, attitudes, and HIV knowledge scores. The sample consisted of 2970 learners aged 14-27 years. The majority had high knowledge scores: 87% on HIV-related knowledge, 98.6% on the modes of transmission, and 73% on prevention. Overall, HIV knowledge was high, with a total mean score of 20.5 out of 26 points. There were significant differences in the HIV knowledge total mean scores; females had higher scores (M=20.6, SD=2.3) than males (M=20.3, SD=2.4), and the younger age group (M=20.5, SD=2.4) had higher scores than the older age group (M=20.1, SD=2.1). A quarter (25.4%) exhibited negative attitudes towards HIV-positive learners, and 75% would not date HIV-positive learners. Negative attitudes were associated with gender (OR=0.48, CI: 0.41-0.57), grades (OR=3.24, CI: 2.36-4.44), and total HIV knowledge scores (OR=2.21, CI: 1.43-3.43). Despite substantial HIV knowledge, there were knowledge gaps and misconceptions which resulted in negative attitudes towards the disease. Appropriate sexual health education and HIV prevention interventions in school are crucial in correcting the knowledge gaps as well as reducing stigma and discrimination to assist learners to accept HIV-positive persons.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".