This publication demonstrates how a range of strategies can be used to assess the impact of learning activities in skills-based health education, in particularly with regard to HIV prevention and related issues.
The main focus is on strategies that can be used to assess the short term impact on knowledge, attitude, and skill objectives as the result of HIV prevention classroom instruction. However, strategies for assessing the kinds of behavioural outcomes that may result from changes in students’ knowledge, attitudes and skills are also proposed, since behaviour change or development, though a more complex, long-term process which is influenced by factors both within and outside of the classroom, is the ultimate goal of HIV/AIDS prevention education.
The main focus is on strategies that can be used to assess the short term impact on knowledge, attitude, and skill objectives as the result of HIV prevention classroom instruction. However, strategies for assessing the kinds of behavioural outcomes that may result from changes in students’ knowledge, attitudes and skills are also proposed, since behaviour change or development, though a more complex, long-term process which is influenced by factors both within and outside of the classroom, is the ultimate goal of HIV/AIDS prevention education.
The Organization
