Drama Theory and Entertainment Education: Exploring the Effects of a Radio Drama on Behavioral Intentions to Limit HIV Transmission in Ethiopia

Smith, Ralph A.; Downs, Edward; Witte, Kim

doi:10.1080/03637750701393048

Cited by 73 publications

(43 citation statements)

References 33 publications

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“…On the whole, the findings of this study conform to those of other research studies carried out elsewhere on this subject (Jacob, Shaw et al 2007;Smith, Downs, and Witte 2007;Griessel-Roux et al 2005). The students were found to have very distinct ideas and opinions about what the course content should be.…”

Section: Discussionsupporting

confidence: 94%

“…These findings are in line with what Kelly (2000) mentions as programmes and activities to be adopted to promote HIV/AIDS awareness and prevention. They also concord with the findings of Lal et al (2008) with senior secondary school students in India; Griessel-Roux et al (2005) with learners in South Africa; Jacob, Mosman, et al (2007) and Jacob, Shaw, et al (2007) in secondary schools in Uganda; and Smith et al (2007) in Ethiopia. The students in our study mentioned that they particularly learnt a lot from the HIV-positive presenter, and that having such people to occasionally make presentations to the HIV/AIDS class would make a far greater impact on them and influence them to change their attitudes and behaviour.…”

Section: Course Deliverysupporting

confidence: 90%

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HIV/AIDS education: what works for Swaziland University students?

Sukati

Vilakati

Esampally

2010

Educational Research

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Background: HIV/AIDS poses a major threat to development and poverty alleviation, particularly in Sub-Saharan Africa. Education has been declared an effective preventative approach and the single most powerful weapon against HIV transmission. However, there is a paucity of research on the type of education required, the appropriate teaching/learning methods, and generally how such education influences change of attitudes and behaviour on the part of the students. Purpose: In the context of Swaziland, a country with the highest HIV prevalence rate at 42.6%, this study explores how students at the University of Swaziland perceive an HIV/AIDS course. The students' comments cover the course content, the teaching/learning methods used in the course, the regulations governing the course, and the impact of the course. Sample and design: A sample of 15 students was randomly selected from all the year 1 Faculty of Agriculture students to form focus group 1. Another sample of 15 was randomly selected from year 3 students who were enrolled on a new programme to form focus group 2. Of the 15 invited students in each focus group, 11 (seven males and four females) attended the focus group 1 meeting, and 12 (eight females and four males) attended the focus group two meeting. A pilottested and pre-prepared interview schedule was used during the focus group interviews to collect information on the students' perceptions. This data was analysed using themes. Results: The findings reveal that the perceptions of the two groups were very similar. The students identified some topics that they felt were treated in great depth, and other topics, particularly dealing with traditional healers, that they felt should be added to the course content. They further criticised the excessive use of the lecture method in teaching the course and recommended that more visual materials, presentations by HIV-positive people and workers, as well as site visits to relevant places should be encouraged to make the course more interesting and give it greater educational value. Overall, the students felt that the course had been effective in changing their attitudes and behaviour. The students cited numerous benefits that they had derived from this course and recommended that it should be offered to all first-year students at the university. Conclusions and recommendations: This small scale study suggests that providing HIV/AIDS education is an important intervention in changing the attitudes and behaviour of university students and in combating the spread of HIV. It further stresses the importance of engaging all the relevant stakeholders, particularly the students, in working out the content of such a course.

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Section: Discussionsupporting

confidence: 94%

Section: Course Deliverysupporting

confidence: 90%

HIV/AIDS education: what works for Swaziland University students?

Sukati

Vilakati

Esampally

2010

Educational Research

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show abstract

“…Smith, Downs, and Witte (2007), for example, studied the impact of the radio-based drama, A Journal of Life, on Ethiopian listeners' intention to engage in HIV prevention behaviors. They found that increased exposure to the radio drama allowed listeners to identify with the characters, and subsequently resulted in increasing intention to engage in preventive behaviors.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

“…Field studies typically were conducted in naturalistic settings where audiences were exposed to EE programs. Researchers then would use surveys and other tracking mechanisms to explore messages' impact to that of a comparison group (e.g., or baseline measures (e.g., Smith et al, 2007). We therefore also want to explore the effects of study locations on EE's effectiveness.…”

Section: Asian Journal Of Communicationmentioning

confidence: 99%

Effectiveness of entertainment education in communicating health information: a systematic review

Shen¹,

Han²

2014

Asian Journal of Communication

162

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“…Representative of scholarship in this category are evaluations of the effectiveness of public health campaigns targeted at HIV/AIDs prevention (Smith, Downs, & Witte, 2007;Witte, Cameron, Lapinski, & Nzyuko, 1998), the use of sunscreens (Parrott & Duggan, 1999), healthy diets (Parrott, Steiner, & Goldenhar, 1996), etc., or clinical communication interventions targeted at psychological or health outcomes Segrin, Badger, Meek, Lopez, Bonham, & Sieger, 2005). For these scholars, communication is both a subject Not Just Preaching to the Choir 217 of study and the means to change behavior, whether the focus is on a clinical intervention or a public health campaign.…”

Section: Using Communication Interventions To Effect Changementioning

confidence: 99%

Not Just Preaching to the Choir: Communication Scholarship Does Make a Difference

Hummert¹

2009

Journal of Applied Communication Research

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Drama Theory and Entertainment Education: Exploring the Effects of a Radio Drama on Behavioral Intentions to Limit HIV Transmission in Ethiopia

Cited by 73 publications

References 33 publications

HIV/AIDS education: what works for Swaziland University students?

HIV/AIDS education: what works for Swaziland University students?

Effectiveness of entertainment education in communicating health information: a systematic review

Not Just Preaching to the Choir: Communication Scholarship Does Make a Difference

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