LITERATURE REVIEW
5.4 THE STATISTICAL ANALYSIS
98 5.3.1.4 Responses according to field of tuition
Fig. 5.8 Field of tuition of Heads of Department
Field of Tuition
25%
33.30%
33.30%
8.30%
English & Sesotho Maths & Science Business Education Religion
As shown in Figure 5.8 above, 3 (25%) of Heads of Department were offering English and Sesotho; 4 (33.3%) were offering Mathematics and Science; 4 (33.3%) were offering Business Education; and 1 (8.3%) was offering Religious Knowledge. The Religious Knowledge is largely under represented by this sector with subjects’ emphasis being English, Sesotho, Mathematics and Science.
The statistical analysis is conducted to determine whether the results of the study are consistent with the underlying null hypotheses. If the results do not demonstrate the presence of a difference or an effect, it is concluded that the data fail to refute the null hypothesis (Monsen, 1992:337).
The two hypotheses of the study state the following:
School enrolments are declining since children are dying and others are orphaned by HIV/AIDS
HIV/AIDS has an impact on educators and learners at primary and secondary schools at Mohale’s Hoek, Lesotho
5.4.1 Decisions on Assumptions
This chapter presents the statistical results of the research. The focus is on the descriptive statistics and the statistical analysis of the items. The decisions taken are with respect to the four hypotheses.
Assumption 1: According to educators at Mohale’s Hoek, the direct impact of HIV/AIDS is not clearly visible as learners and parents do not disclose information as to why children are removed from schools. About 92.5% of educators said dropout rates at schools increase at an alarming rate. Consent was obtained from 90% of educators who responded to the questionnaire on the contributory value of HIV/AIDS and its contribution to school enrolment figures. They said HIV/AIDS largely affects school enrolments, because most of the children orphaned by HIV/AIDS resort to being street kids; they leave school because they are not able to pay school fees.
100 Assumption 2: Based on the failure to reject the null assumption, by failing to
reach statistical significance, HIV/AIDS has an impact on educators and learners at primary and secondary schools at Mohale’s Hoek, Lesotho, with respect to age, gender, level of education and years of experience as a teacher.
5.4.2 Decisions on research questions
Research question 1: What is the impact tof HIV/AIDS on education in Mohale’s Hoek, Lesotho?
Decision on question 1: According to educators and learners in selected schools, it is clear that school enrolments deteriorate because of HIV/AIDS. About 90% of learners agreed that the number of learners and educators decreases because they may perhaps be suffering from HIV/AIDS.
Research question 2: What knowledge do learners possess about the dangers of HIV/AIDS?
Decision on question 2: Most of the learners, about 87%, know that most of the children are orphaned by HIV/AIDS; they know that HIV/AIDS does not kill only young people because most of the people (parents, educators and learners) are dying because of HIV/AIDS. It also provokes feelings of embarrassment and shame, and most infected and affected children are being criticized by their peers.
Research question 3: Are educators trained to educate learners about safe sex?
Decision on question 3: About 40.6% of educators are trained to educate learners about safe sex while most of the educators have not yet started to train to educate learners about safe sex.
Research question 4: Does the Government of Lesotho have policies in place about HIV/AIDS in education?
Decision on question 4: The Government of Lesotho has policies in place about HIV/AIDS in education. Most of HIV/AIDS orphans get free education; they are being helped by the government.
5.4.3 Decisions on research aims and objectives
Research aim: To investigate the Impact of HIV/AIDS on education at Mohale’s Hoek, Lesotho.
Decision on research aim: The Impact of HIV/AIDS on education at Mohale’s Hoek, Lesotho has been investigated. Most educators, about 97.5%, responded that the impact of HIV and AIDS includes the drop-out rates at schools; most educators and learners are dying because of HIV/AIDS; and the quality of education deteriorates and school enrolments decline.
Research Objective 1: To come up with recommendations that will help the government fight the spread of HIV/AIDS.
102 Decision on objective 1: Co ordination of HIV/AIDS prevention and control
activities in education is highly recommended.
Research Objective 2: To suggest to the government the best possible way to educate scholars about the danger of HIV/AIDS.
Decision on objective 2: About 90% of learners do not know about the danger of HIV/AIDS because they admitted that they do not abstain from sex and that they have sex without using condoms. Therefore the government should ensure that it trains educators to educate learners about the dangers of HIV/AIDS.
Research Objective 3: To empower youths at school and all vulnerable and disadvantaged groups to protect themselves against HIV/AIDS.
Decision on objective 3: Youths at school and all vulnerable and disadvantaged groups are empowered to protect themselves against HIV and AIDS; youths are told to abstain from sex, to use condoms, and to be faithful.
Research Objective 4: To ensure that every learner is exposed to appropriate information on the dangers of HIV/AIDS.
Decision on objective 4: The best possible way to educate learners about the dangers of HIV/AIDS has been suggested to the
Lesotho government. Parents are encouraged to talk to their children about sex issues.