Peer education in the context of school-based HIV prevention programming in Kenya: An examination of process and outcome.

Date of Award


Publication Type

Doctoral Thesis

Degree Name





Education, Health.



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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


The main objective of this study was to examine the extent to which peer education could contribute to the effectiveness of a comprehensive, teacher-delivered primary school HIV prevention programme in Kenya. The study used a quasi-experimental design with sequential cross-sections of standard 6 and 7 students, sampled pre and nine months post implementation of the programme. Peer supporters from each experimental school were recruited and trained. Assessment then involved a pre-post test completion using both questionnaires and individual and group interviews to examine the effects of the PSABH programme on peer supporters and students. Outcomes of interest included HIV related knowledge, attitudes and behaviors. Overall, 2769 experimental and 1261 control students were sampled pre and nine-months post implementation of the programme. Peer supporters were assessed pre and post-training as well as six-months later. There was lack of evidence at nine months to credit any changes in students on the targeted outcomes to the intervention itself. Peer supporter training and working as a peer supporter however, was found to have a significant impact on peer supporters. This was evidenced by positive shifts in knowledge, attitudes, pursuit of information and communication as well as an increase in personal confidence and comfort in discussing HIV/AIDS related issues, activity within schools, reported interaction with students and other members of the community and favorable student response to and ratings of peer supporter work. Overall, the study suggested the influence of peer education on peers but not students. The findings are discussed in relation to methodological, theoretical and contextual factors. Suggestions are made concerning the importance of future research on the theoretical underpinnings of peer based HIV prevention programming, the integration of peer education within schools, and the selection, training, and integration of peer educators. Factors to be considered when designing HIV based interventions in AIDS endemic African countries are also discussed and some recommendations are outlined for carrying out future programming of this kind.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .G355. Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3943. Thesis (Ph.D.)--University of Windsor (Canada), 2005.