Adebayo Emmanuel, Adebayo Adedamola, Olumide Adesola, Ogunniyi Adesola, Fawzi Wafaie
University of Ibadan.
Independent Consultant.
Res Sq. 2025 Aug 13:rs.3.rs-7012994. doi: 10.21203/rs.3.rs-7012994/v1.
Adolescents in Nigeria face several sexual and reproductive health issues, such as HIV/AIDS and other sexually transmitted infections. To help address these problems, the government introduced a school program called Family Life and HIV Education (FLHE). This program is meant to provide adolescents with important information and skills to protect their health. However, many teachers do not receive enough training to deliver the curriculum effectively, mostly due to limited resources and the high cost of in-person training. This study tested whether using mobile phone apps could help train teachers more efficiently. We worked with secondary schools in Ibadan-North, Oyo State, and divided them into three groups. One group received in-person training, another used a mobile app for training, and the third group received no training. The study looked at how much teachers learned and how confident they felt about teaching the curriculum. The results showed that both the in-person and mobile app trainings helped teachers improve their knowledge and teaching confidence. However, teachers who used the mobile app were better at retaining what they learned over time compared to the other groups. This suggests that mobile technology can be just as effective as traditional training and possibly even better for long-term learning. It also has the advantage of being easier to scale up, especially in areas with fewer resources. This study supports the use of mobile learning tools to improve how teachers are trained to deliver sexuality education in Nigeria and similar contexts.
尼日利亚的青少年面临着若干性健康和生殖健康问题，如艾滋病毒/艾滋病及其他性传播感染。为帮助解决这些问题，政府推出了一项名为“家庭生活与艾滋病毒教育”（FLHE）的学校项目。该项目旨在为青少年提供保护其健康的重要信息和技能。然而，许多教师没有得到足够的培训以有效地讲授该课程，这主要是由于资源有限以及面对面培训成本高昂。本研究测试了使用手机应用程序是否有助于更高效地培训教师。我们与奥约州伊巴丹北部的中学合作，并将它们分成三组。一组接受面对面培训，另一组使用手机应用程序进行培训，第三组未接受培训。该研究考察了教师学到了多少知识以及他们对讲授该课程有多大信心。结果表明，面对面培训和手机应用程序培训都有助于教师提高其知识水平和教学信心。然而，与其他组相比，使用手机应用程序的教师随着时间推移更能记住所学内容。这表明移动技术与传统培训同样有效，甚至可能在长期学习方面效果更好。它还具有更易于扩大规模的优势，尤其是在资源较少的地区。本研究支持使用移动学习工具来改进尼日利亚及类似环境下教师讲授性教育的培训方式。
