HIV stigmatisation, social interaction and academic performance among O’level students in Kampala District

Abstract

The purpose of this study was to examine the relationship between HIV stigmatization, social interaction and academic performance among the O’level students in Kampala District. Out of total population of 260 adolescents, a sample of 155 participants was selected using simple random sampling technique. Data was collected from respondents with self-administered standard questionnaire and entered in the computer for analysis through SPSS software version 23. Descriptive statistics showed that there were more respondents for males (58.7%) than females with (41.3%), majority were between 16-18 years (66.5%). This study adopted a purely quantitative study approach which took a cross-sectional and correlational survey design. Pearson correlation coefficient was also used to examine the relationship between the study variables. Results indicated that there was a significant negative relationship between HIV stigmatization and social interaction among adolescents (r = - .058**, and p =.002<0.01). Similarly, the findings of this study also indicated that there was a significant positive relationship between social interaction and academic performance among O’level students (r = .261**, and p =.001<0.01). However, the results of the current study indicated that there was no significant relationship between HIV stigmatization and academic performance among adolescents (r = -.058, and p = .509 > 0.01). It was discovered that social interaction mediates the relationship between HIV stigmatization and academic performance among adolescents (β= .210, t (260) = .263, p= 001 <.01). Basing on the above findings, in line with the objectives the study recommends that There is need of developing techniques by management of Baylor Uganda and Mild May Uganda like continuous counselling, visiting schools to sensitize students about the dangers of stigmatizing HIV positive students in school, this will help adolescents to freely interact with others at school and hence perform well at school.