RESEARCH ON EFFECTS OF HIV/AIDS ON ACADEMIC PERFORMANCE OF PRE –

SCHOOL CHILDREN N MALANGA ZONE SIAYA COUNTY KENYA

BY: FAITH SCOVIA AKOTH

A RESEARCH PROPOSAL SUBMITTED TO KENYA NATIONAL EXAMINATION

COUNCIL IN PARTIAL FULFILMENT OF AWARD OF DIPLOMA IN EARCLY

CHILDHOOD EDUCATION

OCTOBER 2021
DECLARATION

I declare that this research project is my orginal work and has never been presented for an award

of diploma or any other academic purposes in any other college

Faith Scovia Akoth

DEDICATION

To the almighty God for the support of my study at Siaya ECDE TTC to my beloved husband for

his support morally, emotionally and financially throughout this period of study. TO all my

family Members, Mom , Dad, Brother, Sister, my children for giving me ample time to focus on

this work. My staff members for their continued encouragements I support what kept me going

throughout this period of study.

ABSTRCT

The effect of HIV/AIDs in pre – school children n Malanga Xone, Siaya County Kenya. The

research adopted a survey design targeting a population of 500 children, 18 parents, 15 teachers.

The center has 22 pre – school both publc and private. The data was then analysed using pie

charts tables. The study established that children lvng with HB/ADS have challenges ranging

from absenteeism, occasioned by the attendance to medical care as wel as caring for the

aging/ailing parents. This eventually forces them to drop out of school when their parent die.

This study recommends that children living with HIV/AIDS should be supported by the Govt

through provision of free pre – school education to ease the burden on parents child headed

families should be eradicated by identifying orphans and initiating consultation development

fund to help with bursaries to eradicated poverty.

EFFECTS OF HIV/AIDS ON PERFORMANCE OF ECDE LEARNERS IN REGEA BASE,

MALANGA ZONE, SIAYA COUNTY

OBJECTIVES

 To examine the performance of children living with HIV/AIDS in ECDE classrooms in

Regea Base, Malanga Zone.

 To examine factors contributing to poor performance among children living with

HIV/AIDS in ECDE Classrooms in Regea Base.

 TO identify the children with HIV/AIDS and how t has impacted on their learning

process in ECDE classrooms

 To investigate interventions in improving performance of children living with HIV/AIDS

CHAPTER ONE : INTRODUCTION

1. Background to the study

The Human Immunodeficiency Virus (HIV) that leads to Acquired Immune Deficiency

Syndrome (AIDS) is the most severe epidemic facing the entire world today. Once a person has

developed HIV/AIDS, a variety of other infections occur because the body is incapable of

combating other germs or viruses that causes diseases. The origins of the virus in unknown.

According to the World Bank (1999) report on the impacts of HIV/AIDS in education in Kenya,

it is likely to be felf more in terms of reducing supply and demand for Education Services. It also

reduces the demand for education in Kenya. Families that are affected will have fewer resources

available for school fees and medication.

Girls are likely to be affected more because they are forced out of school than boys to take care

of the sick family members or work to provide for the family.

HIV/AIDS has become the most devastating pandemic in Kenya which has led the government

to declare it a National Disaster. According to World Vision (2000) the effects of HIV/AIDS has

been felt by countries and has had devastating effects on the development of economy, education

and agricultural sectors. In the education sector for example, learning has been negatively felt

when teachers die, as a result, this effects child because they will not be taught for some days.

Children also do not concentrate in class due to their parents sickness or death or being

stigmatized in school or because of being sick. Some children do not answer questions in class,

others keep off from playing because of being discriminated by their friends and even teachers.

Hence this effects their performance negatively.

This means that unless there s an urgent intervention more countries will be left with few

children due to the pandemic, this implies that clever children may die and this has a long lasting

effect on the education sectors.

1.2 Statement of the Problem

1.3 Since the first case of HIV/AIDS was diagnosed in 1984 it has continued to have a

devastating effect on the Kenyan Population. It has greatly affected the Kenyan population. It

has greatly affected the economy, productive work thus posing a challenge on economic growth,

human development and education fraternity. This is because people who are affected lack the

energy to work. Healthcare workers and teachers are dying at a very high rate and these

paralyses education sector. It has led to infection among some children and others remain

orphans due to the death of their infected parents.

In classrooms situation, some children are sick and do not participate fully in play which is the

care method of learning in early childhood centres (ECC). In addition victimtimization and

stigmatization of both the nfected and affected are rampant in both teachers and their fellow

classmates. Therefore the increased morbidity of children absenteeism of teachers and children

coupled with poor performance are a combination of factors that have caused havoc in

education in ECDE Centers, which influenced the researcher to carry out the study n order to

establish the effects of HIV/AIDS on ECDE leaners performance in classroom.

1.3 Purpose of the study

The purpose of the study is to investigate the effects of HIV/AIDS on academic performance of

E.C.D.E children in Regea Base, Malanga Zone, Siaya County.

1.4. Objectives of the Study

The study objectives are:

Objective:

 To examine the performance of children living with HIV/AIDS in ECDE classrooms in

Regea base, Malanga Zone, Siaya County.

 To Examine the factors contributing to poor performance among children living with

HIV/AIDS in ECDE Centers in Regea Base, Malanga Zone, Siaya County.

o To identify children with HIV/AIDS and how it has impacted on their learning

process in ECDE

o To investigate interventions in improving performance of children living with

HIV/AIDS in ECDE classrooms.

1.5. RESEARCH QUESTIONS

The study is guided by the following research questions.

 How is performance of children living with HIV/AIDS in ECDE Classrooms?

_________________

 What are the factors hindering performance among children living with HIV/AIDS in

ECDE classrooms

 What are the ways of identifying the HIV/AIDS vulnerable children

  What are the interventions to improve performance of children living with HIV/AIDS in

ECDE Classrooms

1.6 SYGNIFICANCE OF THE STUDY

The significance of the study may be used by the teachers to establish the effects of HIV/AIDS

on the performance of ECDE children and recommend possible solutions.

It may also be used by the Ministry of Education Science and Technology in order to establish

the best intentions to help the children affected by HIV/AIDS pandemic. The ECDE Centers may

benefit from the study because the teachers will embrace the practice of keeping healthy records

and understand the challenges encountered by those chilred in order to try and offer solutions to

them.

The NGO’s and other organisations may benefit from the findings in order to lay the strategies

on interventions on learners performance in ECDE Classrooms.

The National Children Council Services may benefit from the study because they will learn

about the challenges encountered by the children living with HIV/AIDS and identify ways of

helping them.

Literature review shows that children performance if affected by HIV/AIDS is intended to access

the magnitude of the problem.

1.7. Scope of the study

The Scope of the study in ECDE Centers in Regea Base, malanga Zone only. The study targets

ECDE Teachers, Children living with HIV/AIDS and their parents. This is based on assumptions

that they have the right information of the study therefore the results of the study is not to be

generalized to other parts of the country.

1.8 Limitations of the Study

The stsudy is based on a specific area, that is Regea Base, Malanga Zone. This is among many

villages in Kenya which may not necessarily give clear representation of what goes on in all the

villages in Kenya. The population covered in the research comprises of 90 children, 18 parents,

15 teachers who in one way or another are infected or affected by HIV/AIDS and their views

could vary compared to different villages in Kenya. The sample population is 90 chilren; the

result of the study could not therefore be generalized to other parts of the county. Getting

permissions from guardians is apprehensive about the questions we post to them. Time factors if

a challenge especially in conducting interviews, walking rom one home to another while

conducting the research is tiresome especially when it is raining. The research requires a lot of

money travelling to different places, in schools in search of reference materials and library fees.

Typing the project and making copies of submission requires finances.

ASSUMPTION OF THE STUDY

The following are the basic assumption of the study. The study assumes that the children living

with HIV/AIDS are accessing pre – school education just as other children. The study assumes

that the ECDE Teachers are doing everything possible to help the children living with HIV/AIDS
access pre – school education. The respondents be willing to give the right information without

fear or intimidation. It is also assumed that all children irrespective of their status or background

participates fully in learning process in ECDE Centers.

1.10. Definition of Terms

AIDS – Acquired ImmunoDeficiecny Syndrome – This is a clinical stage of the HIV/ disease in

an infected individual characterized by many clinical signs and symptoms

Effects: - This is the outcome of HIV or pre – school children academic performace.

ECDE – Early Childhood Development Education

HIV – Human Immunodeficiency Virus . The virus that causes AIDS

Perfromance – refers to how the pre – school children deal with their studies and how they cope

with or accomplish different tasks given to them by their teachers.

Pre – School Children – The categories of children who are attending nursery as young children

aged between 4 – 8 years who attend ECDE Centers.

CHAPTER TWO: LITERATURE REVIEW

2. Introduction

In this chapter, it starts with introduction, then the impacts of HIV/AIDS globally. HIV/AIDS in

Kenya context and prevalence per county. It also explores the education for all millennium

development goals, the effects of HIV/AIDS on families and communities. Situations of children

living with HIV/AIDS performance in class.

HIV/AIDS demands for education; children learning process in relation to HIV/AIDs . In

addition it also includes challenges facing children living with HIV /AIDS, strategies to access

formal education for children living with HIV/AIDs and learners performance in ECDE

classrooms in Kenya. The chapter concludes with interventions, decline of HIV/Aids, theoretical

and conceptual framework.

2.2. HIV/AIDS children performance in ECDE classrooms

According to Kenya National AIDS control programme, high death and mortality rates of

teachers, administrators and children have severely affected the supply of education services in

schools. Teaching time and quality education are more thematic in the most affected counties as

both the teachers and pupils are irregular due to HIV related reasons. In such school stop gap

solutions such as group teaching do not allow for effective child performance in classroom. The

studies further stated that schools might lack pupils as enrolment and the number of teachers fall

below sustainable levels. The remaining children and teachers may need to travel long distances
which could increase their vulnerability, for example, by taking away from familysupport and

health care services and this results to poor classroom performance because a sick child cannot

learn well. The AIDS pandemic has highlighted the enourmous difficulties in the quality of

education both within and between counties in respect to the teaching/learning and programme

content, which together largely shape the overall learning environment.

2.5 Challenges facing children with HIV/AIDS

Ayieko (1998) observed that the affected children undergo serious times in their learning

process. Some of them, especially girls drop out of school in order to care and provided for their

orphaned siblings who are also vulnerable to HIV/AIDS. Studies show that children living with

HIV/AIDS result in considerable distuptions in the learning process. The studies further reveal

that the learning processs. The studies further reveal that social interaction is a problem due to

discriminatory attitudes and behavior towards HIV/AIDS infected individuals (Ayieko 1998).

According to Achoka (2005), children born of infected parents suffer immensely. They lack

proper dietary needs, medical care, clean habits and these are essential requirements for active

performance in classroom situation. Such children and predisposed and are disadvantaged in

accessing to ECDE right from Conception to primary school age. They suffer improper growth

due to financial difficulties of their parents and this may affect the gognititve development hence

lose performance in classroom learning process.

Central Bureau of Statistics Republic of Kenya (2002), observed that children who are not born

of infected parents, die at the tender age of less than five years or encounter stunted growth

which is an impediment to learners performance in classroom learning process.

Studies UNICEF (1996) showed that the child mobidity and mortality due to HIV/AIDS related

diseases increased from 60 per 1,000 births (1990) to 74 in 1996.

The pandemic affects the education system which is pillar to development and economic growth

both at societal and individual levels. IT affects the demand for schooling, enrolment rates,

perfromancce, completion necessitated by high rate of absenteeism from classes (Ashoka, 2006).

The Republic of Kenya (2003) observed that by 2005 Kenya had a=over 2 Million people living

with HIV/AIDS. Over 600,000 among them were children. About 70% of patients in major

Public Hospitals suffer from HIV/AIDS related illnesses. This however has devastating learning

effects in the education sector. According to education research and review, (2007). IT noted that

disabled children have systematically sidelined in the awareness campaign as well as to school

drop out. In 2006, the highest crime in Kenya (Daily nation, June 2006) was rape of the girl

child. IT was erroneously believed that sex with a virgin was a cure to the deadly disease; as a

result, may girls perished. The trend defeats the whole purpose of education and erodes the gains

made in basic education, which contributes towards failure to attain educational goals for all and

Millenium goals of Education.

UNICEF (200) indicates that HIV/AIDS induces anxiety through trauma, discrimination and

stigma, which affect their concentration in class during the learning process. (Angleton et al

2003) observed that these sentiments of orphans being isolated by stigmatization and sickness,

reflected in school by mass drop out.

UNICEF (2000) also cocurred that HIV/AIDS orphaned stand high risk of being denied access to

education.
Mayer (1996) ascertains that children need love, care to be able to perfrom well in school.

Isolation and being rejected by other children are likely to lead to poor performance in school.

Studies also show that HIV/AIDS infected children enrolment is low compared to other children.

From examples cited from UNICEF (2000), it ascertains poor performance of pre – school

children who have anxiety caused by trauma and discrimination that CLWHAs go through in

school process.

CUO and Sullivan (2006), Stippulated that rejection, isolation to child’s performance in school

process.

Mayer (1996) and Hethengton (1999) observed that children need love and care to be able to

develop well, and hence participate in learning process actively.

Studies done by Mointives et al (2010) indicate an increase in child headed household among

PLWHAs. This is an indication that a range of challenges including greater economic

vulnerability and service access will be greatly tampered. This in tern will be reflected in ECDE

because challenges in economic issues mean lack of money to cater for academic needs.

According to Daily nation (200), about 60,000 people were receiving nutrition interventions and

this made the children to leave school due to lack of food. Also new guidelines have been put in

place to avoid mother to child transmission and this means that not many school going children

will b e infected by the terrible disease.

The study further states that 300,000 Kenyans living with HIV/AIDS are on ARV drugs hence

minimizing child morbidity and mortality rates which immensely affects the learning process in

ECDE classrooms. The Government has developed policies and strategies aimed at promoting

human rights revolution, fueling the spread of HIV by promoting individual human rights
education, people can get access to free education care and treatment services without fear of

discrimination.

2.4. Strategies of Accessing Formal Education for CLWHAS

Preventing HIV/AIDS infection and discrimination derived from the epidemic requires full care

and attention to a range of cultural, social, religious and health education issues as well as the

ethical and moral ramifications of intervention.

The studies further cited that to achieve sustained control over HIV/AIDs, a multi sectorial

analysis of its impacts is required and integrated responses must be developed. However, the

focus of this strategy session is first to analyse the need for education sector and then identify

process and measures that can facilitate education process of the affected child.

UNICEF (2001) stipulated that a 3 year pilot began in April 2007 in partnership betwnn child –

to – child approaches caring in homes (KANCO, 2007). Enable primary school children to meet

the needs of younger children during a critical development t and preparedness for school. The

goal is to increase both the child’s readiness for school and the school readiness to foster

optimal learning environment for its youngers learners.

According to Kenya AIDS NGOs Consortium (KANCO, 2007), children with behavioral

problems are those who require a different kind of stimulation intervention., understand that it

will take them a longer period of time to effort. This means that with love, they are likely to

participate in learning process. It also states that the child’s project also help individual children

to achieve their potential in areas of strength. This creates a conducive learning environment

even for children to achieve their potential in their areas of strength. This creates a condusive
learning environment even for children living with HIV/AIDS. KANCO (2007), continued to say

that children play should be emphasized in learning because they learn to interact, communicate,

make adjustments, learn to tolerate and share through playing together.

According to Ugunja (2007), childrens testimonies, ideas and activities will help the caregiver to

identify the challenges and find solutions to deal with them. In classrooms situation, a teacher

should listen and appreciate children’s answers, opinions in spite of their status to motivate them

in their learning process. Ugunja (2007) media advocacy helps to sensitize on how learning has

been affected by HIV/AIDS. ECDE and HIV/AIDS interventions can be addressed to young

children through communicating and family support to care givers while trying to measure the

maximum performance of the child. At the same time children are engaged through considering

process largely using play skills in order to make them forget their predicaments and concentrate

in school learning process. ECDE educators and all the staff ought to receive training in

understanding HIV/AIDS so that they can dispel myths that claimed that having sex with a virgin

cured HIV/AIDs. This will reduce the make of defilement in children and do parents will not

have fear taking their girls to school

Still on interventions, several homes have been established to deal with Early Childhood

Development and Education of children living with HIV/AIDS such include orphanages among

others. These homes provide care and education for these children and this will in turn make

them perform well n classrooms since their problems will have been minimized.

UNESCO and UNICEF recommended that other means to increase children active performance

in schools that are closer to children homes, provision for orphans and children from AIDS

affected/infected families.
If the above measures are implemented by the Government and in collaboration with private

partners, then the indiscrimination education can be provided to all children despite of their

health and social status and this can improve their participation in ECDE class situations.
CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction

This Chapter covers the design, target population, sample size and sampling procedures, research

instruments, validity of the instruments, realibility of the sinstruments, data collection procedures

3.2 Research Design

The study adopts a case study design. According to Nchimas and Nachimas (1996) and Mugenda

and Mugnda (2003), a case study design is an intensive investigation of issues at hand done

systematically and objectively. According to Njenga and Kabiru (2005) a case study is an in –

depth look at the individual or a single entity and paton (2006) stipulates that a case study seeks

to describe a unit in content and holistically.

3.3. Area of Study

The Study will take place in Regea Base, Malanga Zone, Siaya County, Kenya it is located in

North Gem Location, Gem Sub County.

3.4 Target Population

Regea base is in Malanga Zone, North Gem Location, Gem Sub County, Siaya County, Kenyta.

It has four ECDE Center with a total population of 90 Children and 15 teachers. The Target

Population includes children, parents, guardians and teachers

3.5. Sample and Sampling Technique.

To ensure that the various categories of pre school are represented, the researcher may employ

purposive sampling techniques where the researcher will select the sample based on purpose of

the research. According to Mugenda and Mugenda (1999), 20% of the population is adequately

however, the larger the better.

The researcher therefore samples 20% of the ECDE, yielding to 18% parents/guardins. The

researcher purposively picked all the 15 teacchers since they are few.

3.6 Data Collection Instruments

The study will use observation checklist schedules for parents. The questionnaire has two

sections, section one gathers demographic information of the effects of HIV/AIDS on

performance. The observation schedule is used to collect data on behavior of the pre – school in

class by the researcher.

3.7. Data Collection Procedures

The study uses observation checklist for children questionnaires for teachers and interview

shcdule for parents. (Before the collection of any data from the target population. The researcher

shall contact the County Educational Officer to seek permission of conducting the study before

commencement of data collection. The researcher will then make appointments with the heads of

sampled institutions on when to visit and collect data.

On the material day, the researcher upon visiting the institutions to create a rapport with the

teachers and administer questionnaire to them

3.8. Data Analysis

Data analysis is the process of brining meaning to raw data collected (Mugenda and Mugenda,

1999). Afetr the data is collected, there shall be cross – examination to ascertain mistakes and

blank spaces, completeness and identify those items wrongly responded to.

Qualitative data is then entered into the computer for analysis using the statistical package. This

process the frequency and percentage, which was used to discuss the findings. Tables, Pie Charts

and bar graphs will be used to present the data while descriptive statistics such as percentages

and frequencies are used to respond to research questions.

Qualitative data shall be analysed thematically. Data from the observations schedulers is

analysed in themes.

3.9 Ethical Consideration

Due to sensitivity of the study, the researcher sought respondents consent through signing a

consent from. There shall be no coursing of respondents. The researcher shall observe

confidentiality to all information given by the respondents.

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION

4.1. INTRODUCTION

The Chapter focuses on the Presentation of the research based on the objetives of the study. The

Study has four objectives namely performance of children living with HIV/AIDS, factors

contributing to poor performance of children living with HIV/AIDS, idenfying children living

with HIV/AIDS, Intervention measurers of improving performance of children living with

HIV/AIDs, in Malanga Zone.

4.2 Demographic Information

The researcher grouped data collected according to gender, age, professional qualification, level

of experience of teachers.

4.2.1 Gender of Respondents

The researcher analyzed the distribution of respondents gender as shown in the fig 4.1
 Distribution of Respondents

Males Females

Fig 4.1 Distribution of pre – school teachers by gender

The findings of the study showed that 67% of the respondents were female, while 33% were
males, ECDE teachers therefore it indicated that there was gender imbalance in pre school with
majority of teacher being females. This is because leadership skills are higher in men than
women and that men are lower in empathy thus cannot handle children properly.

4.2.2 Age of Respondents

The study sought to establish the age of respondents. The response was as shown in figure 4.2.
below
 Age of Respondents

26 - 35 36 - 45 <25 >45

Fig 4.2. Distribution of Teachers Age in Years

The study showed that most teachers are between 26 – 35 years. The minority of the teacchers
were 45 Years. The Minority of the teachers were 45 years and above ths fact shows that very
few aged people teach in ECDE classes. The fact that respondents aged 26 – 35 y year are
youths shows a positive gesture that energetic and youthful males/females manage the sector.

4.2.3: Professoional Qualification of the Respondents

The study sought to establish the respondents qualifications. The findings are as shown in Table
4.1.

Table 4.1 Qualification of Teachers

Head Teacher Teacher

Professional Level Frequency Percentage Frequency Percentage
Degree 6 66.66% 3 33%
Diploma 3 33.33% 4 44%
Certificate 0 0% 2 22%
Total 9 99.9% 9 99%
The Study showed that Most of the Head Teachers were Degree holders and had qualifications to
teach schools and understood the importance of children with HIV/AIDS in ECDE centers. It
also shows that most of the teachers handling the centers are qualified for teaching in the ECDE
schools.

4.3 Performance of Children Living with HIV/AIDS

The researcher sought to analyse the data of the performance of Children living with HIV/AIDS
in ECDE centers. The findings are represented in the fig 4.3.

Performance of Children Living with HIV Aids

Poor Performance Good Performance

Fig. 4.3 Performance of Children Living with HIV/AIDS

The study established that most of the children living with HIV/AIDS are not performing well
while few of them are doing well. This may be as a result of the challenges they face due to the
illness i.e lack of concentration during lessons ths may be as a result of the ARVs they take, thus
they sleep a lot during school days becase they often fall sick, and they go for clinics during
school days, this makes them lag behind as the time they lose is never recovered. Poor living
standards (Poverty) also contributes to their poor performance as most of them do not get food to
sustain them with the drugs they take, this makes them sick/weak most often. Also due to povety
most of their parents are not able to pay for their fees thus take, thus they are sent home often
and they lose a lot in class. Whereas the 30% of those who are performing well are able to learn
well as their minds are settled, they receive good food supliments that boos their immune system,
thus remain healthy and avoid absenteeism, this leads to their good performance as all their
needs are well taken care of

4.4. Factors contributing to Poor Performance of CLWHAs

The researcher sought to find out the reasons why children Living with HIV/AIDS do not
perform well. The findings are shown in Fig 4.4. below:

Factors Contributing to Poor Performance of CLWHAs

Poverty Absenteeism Low Lack of Support

Fig 4.4. Factors contributing to Poor Performance of CLWHAs

This findings show that poverty is the main factor contributing to their poor performance, this is
because due to poverty most of their parents are not able to afford the special diet they should be
having i.e. enriched food supplemental/ nutritionists good medication/education. This makes
them fall sick often and makes them fall sick open and makes them not concentrate in class thus
the poor performance, since most of them fall sick often, they fail to go to school until when they
will recover, this makes them lag behind while others are going on. Lack of emotional/ moral
support. Most of the teachers do not pay attention to their needs feel left out and alone thus
deprives them concentration leading to their bad results. F teachers can be more keen on their
needs and treat them with love/care their self – esteem will be boosted and the impact will be
seen in their performance. Low – esteem is also a factor i.e these children intimidated, unwanted
and alone, this will make them underestimate themselves and put less effort in their studies. They
should be treated like the other normal children to help them relate with the other s, this will
make them identify their strengths and work on them for better performance.

4.5 Identifying Children Living with HIV/AIDS

The researcher intended to find out the number of children Living with HIV/AIDS, their age and
gender inn Malanga Zone. The findings are shown in the fig 4,5,6 and 4.7 below.

4.5.1. Number of Children Living with HIV/AIDS

Number of children Living with HIV/AIDS

Normal Children Infected Children

Fig 4.5. Number of Children Living with HIV/AIDS in Malanga Zone

According to the finding a total of 2500 children are in both Public and Private ECDE centeres in
the Zone. Out of them 80% are normal and not infected .e 80/ 100 x 2500 = 2000
While 20% of them are infected and living with HIV AIDS i.e 20/100 x 2500 = 500
This means that 2000 of them are okay while i500 are infected and living with HIV/AIDS in the
Zone.

4.5. 2 Age Group of Children living with HIV/AIDS in Malanga Zone

The researcher wanted to establish the ages of the infected children in the zone. The results are
shown in fig 4.6 below:

Age of Children Living With HIV Aids

4-6 6-8

Fig 4.6. Age of children Living with HIV/Aids in Malanga Zone

The results showed that most affected children are between the age of 4 – 6 years. This may be
as a result of negligence of their parents. Being that they are young and accnot take care of
themselves, it is the responsibility of their parents to ensure that they tae their drugs and are
healthy and in good shape of learning

4.5.3 Gender of the CLWHA in Malanga Zone

After identifying the number and age of the children. The researcher sought to first find out the
gender of the children too.
The findings are shown in fig 4.7
 Gender of children living with HIV in Malanga Zone

Boys Girls

According to the findings, most of the boys are infected than girls. This may be as a result of
negligence of the boy child. As it is now the girl child is the most protected and her welfare taken
good care of while the boy child is deprived of care/attention due to this they suffer a lot in
secret.

4.6. Interventions of Improving performance of CLWHAs

The researcher wanted to find the solution to poor performance of the CLWHAs the findings are
shown in figure 4.8 below
 Interventions of Improving Performance of CLWHAs

Health/ Nutrition Monitoring Feeding Program

Communication Tuition

Fig 4.8. Interventions of improving performance of CLWHAs

There are many intervention measures to improve the performance of CLWHAs in ECDE
centers. According to the findings, there were four major measures that it taken, the children
must improve on their performance. They include Monitoring their health/Food they eat. This
according to the findings is the major/most effective way i.e A child living with HIV/AIDS is on
drugs and follow up with the child if she/he took the drugs or not. This will help in keeping
opportunistic diseases , meaning that she/he will always be present in class and will not miss any
lesson. The same way good nutritious foods will also help boost their immunity thus good health
for learning.
Introduction of feeding programme in ECDE centers, this will help in boosting their
concentration span since a hungry child cannot focus/concentrate, availability of something to
eat in school will help in improving their performance. They will be attentive in class fully aware
that at the end of the day, there will be food guaranteed.
Communicating with the infected children also helps in boosint their self esteem/confidence b y
talking to them, a teacher is able to know more about thm, their strengths, weaknesses, problems
and find ways of helping them cope. This will also help reduce stigma among them and boost
their morale to handle classwork. It will also help in creating a bond between the teachers and the
learners thus closeness/ exposure.
Organising tuition/ Extra lessons for the poor performers. This will create confidence to handle
classroom challenges and it will also give the teacher ample time to handle them in their own
way, at their own pace. This will enable them/ teacher understand their abilities and improve on
their performance