Schneider D, Greenberg M R, Devanas M, Sajja A, Goodhart F, Burns D
Rutgers, State University of New Jersey, New Brunswick.
J Am Coll Health. 1994 Jul;43(1):11-4. doi: 10.1080/07448481.1994.9939078.
Surveys to determine learning and behavioral changes that result from education about human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) should be constructed to account for high levels of background knowledge and knowledge of safer sex practices among college students. This article evaluates the learning and behavioral changes of students enrolled in an HIV/AIDS education course offered by the Department of Biological Sciences at Rutgers University as part of a university-wide HIV/AIDS education program. Responses of students in the HIV/AIDS class were compared with those of students enrolled in other biology classes, using paired and unpaired t tests and multivariate discriminant analysis. Participants revealed they had significant knowledge about HIV/AIDS as a result of the HIV/AIDS class, but students campus-wide had a far higher level of general knowledge about HIV/AIDS than the authors expected. In addition, many students already were practicing behaviors that would reduce their risk of HIV infection. Because students were so knowledgeable about HIV and claimed they practiced safer sex, it was difficult to demonstrate significant changes in behavior as a result of the classroom experience.
为确定因人类免疫缺陷病毒（HIV）和获得性免疫缺陷综合征（AIDS）相关教育而产生的学习和行为变化所开展的调查，应充分考虑大学生已有的高水平背景知识以及安全性行为知识。本文评估了罗格斯大学生物科学系开设的一门HIV/AIDS教育课程的学生的学习和行为变化，该课程是全校范围内HIV/AIDS教育项目的一部分。采用配对和非配对t检验以及多元判别分析，将HIV/AIDS课程学生的回答与其他生物课程学生的回答进行了比较。参与者表示，由于参加了HIV/AIDS课程，他们对HIV/AIDS有了重要认识，但全校学生对HIV/AIDS的一般知识水平比作者预期的要高得多。此外，许多学生已经在采取能够降低感染HIV风险的行为。由于学生们对HIV了解甚多，并声称他们采取了更安全性行为，因此很难证明课堂学习经历能使行为发生显著变化。
