Urban Secondary Schools Research Articles

Predictors of current tobacco smoking by adolescents in Nigeria: Interaction between school location and socioeconomic status.

INTRODUCTIONTobacco smoking is the largest preventable cause of global mortality, with its prevalence increasing in Sub-Saharan Africa, particularly among adolescents. We sought to determine the factors associated with tobacco smoking among Nigerian school adolescents and investigate the interaction between school location and socioeconomic status (SES).METHODSUsing a cross-sectional study design, 4332 eighth to tenth grade students in rural and urban secondary schools in Enugu State, Nigeria, were selected by stratified two-stage cluster sampling. We collected data using a modified Global Youth Tobacco Survey (GYTS) Core Questionnaire. Outcome measures were current smoking of cigarettes and other smoked tobacco. Multilevel mixed effects logistic regression models were used to determine factors associated with current tobacco smoking and were considered statistically significant at p<0.05.RESULTSPrevalences of current smoking of cigarettes and other smoked tobacco were 13.3% (95% CI: 11.3–15.7) and 5.8% (95% CI: 4.6–7.2), respectively. Possession of higher weekly allowance, exposure to secondhand smoke or tobacco advertisements, having smoking parents, friends or classmates who smoke, and sale of cigarettes near school, were positively associated with current smoking of tobacco. Female sex, having both parents employed and being exposed to tobacco teaching in school were negatively associated with current cigarette smoking while increasing age and high father’s SES were negatively associated with current smoking of other tobacco products. There was an interaction between school location and father’s SES in the association with cigarette smoking. The higher odds of smoking in rural versus urban schools were much higher for students with fathers of high SES compared to low SES. In rural schools, high SES was associated with higher odds of smoking, but in urban schools low SES was associated with higher odds of smoking. CONCLUSIONS Environmental factors are associated with adolescent tobacco smoking. Tobacco control programs should use targeted strategies that vary depending on the local context.

Availability of Innovative Instructional Media for Social Studies Implementation in Enugu State

The study investigated the availability of innovative instructional media for social studies implementation in Enugu State. The study adopted the descriptive survey research design. Two research questions and two hypotheses guided the study. The population for the study consisted of 339 social studies teachers from the six education zones in Enugu State. There was no sample because of the manageable size of the population. The instrument for data collection was a structured questionnaire. Instrument was face validated and reliability was obtained using Cronbach alpha. Data were analyzed using mean, standard deviation for the research questions and t – test statistics for the hypotheses. Findings from the study revealed that teachers in urban and rural schools were provided with instructional media for the implementation of social studies curriculum to a very low extent. Teachers in urban secondary schools employed innovative instructional methods to a great extent while those in rural schools employed innovative teaching methods in the implementation of social studies curriculum to a low extent. The study recommended that efforts should be made by school administrators to expose teachers to workshops on innovative methods of teaching and the use of instructional media. Principals of schools should monitor the teaching of social studies, with a bid to ensure use of provided instructional media and innovative instructional strategies.

Schoolchild as a health educator for parents regarding hypertension: A quasi-experimental study among school students of South India.

BACKGROUND:An alarming trend of sustained blood pressure elevation among children and adolescents has been found. Health education to schoolchildren in their formative age is the most effective method to be able to modify their habits, and further, they can be enrolled as an effective health educator for their parents.OBJECTIVE:To study the effectiveness of health education module on study participants about prevention and control of hypertension (HTN) and the effectiveness of child as a health educator on parents' knowledge about prevention and control of HTN.MATERIALS AND METHODS:This quasi-experimental study was conducted with a control group among high school students in two urban secondary schools. There were 110 students and 100 parents each in the intervention and control groups. Modular training with interactive teaching–learning methods was conducted for students in the intervention group. They, in turn, educated their parents.RESULTS:Postintervention, the study results showed a higher median for various domains in the intervention group as compared to the control group among both students and parents. On applying Mann–Whitney test, this difference was statistically significant with P < 0.001.CONCLUSION:The increase in the knowledge of parents belonging to the intervention group suggests the effective transfer of knowledge from the students to their parents.

Associations of obesity and serum leptin level with elevated blood pressure among urban secondary school students of a northeastern city of India: A baseline observation.

Background:Elevated blood pressure has been found to be associated with body mass index (BMI) and serum leptin levels among adults. But there is a paucity of reports regarding such associations among adolescents.Objectives:To estimate the prevalence of prehypertension and hypertension and its associations with BMI and serum leptin levels among the secondary school going students of the Agartala Municipal Corporation area.Materials and Methods:This school-based cross-sectional study was conducted from 1st April 2018 to 31st December 2018, among 1,000 students studying in different secondary level schools located in Agartala municipal corporation area chosen by multistage sampling ensuring proportionate representation in the sample.Result:Prevalence of prehypertension and hypertension were found to be 42.40% and 15.70%, respectively, 55.20% had normal, 22.80% had low, and 22.00% had high BMI. Serum leptin levels were found to be normal among 54.70% of the students, whereas, 36.70% had high and 8.60% had low levels, respectively. Logistic regression analysis has identified male sex (OR = 0.231, 95% CI = 0.172–0.310, P = 0.000) and high BMI (OR = 4.289, 95% CI = 2.857–6.440, P = 0.000) as the significant determinants of elevated blood pressure, but the effect of serum leptin level and family history of hypertension did not attain the level of statistical significance.Conclusion:Prevalence of prehypertension and hypertension among urban school-going adolescents were found to be 42.40% and 15.70%, respectively and were significantly associated with their sex and BMI and serum leptin level, but regression analysis failed to detect any significant effect of serum leptin level in determining the blood pressure of the study subjects.

Inclusive Education Facilities in Secondary Schools of Pakistan: A Gender Based Comparison

Man is the most civilized and enlightened creation of Allah. Man and women formulate the basic unit of civilization. A comparison about provision of rights and facilities in every field of life has been going on since their creation. Nowadays inclusive education has proved a successful educational system for persons with disabilities. In this study, researchers have tried to explore difference between inclusive education facilities in male and female secondary schools of the province of Punjab, Pakistan. In order to attain this goal the survey technique was used to collect the data from 196 male and female secondary school teachers working in rural and urban secondary schools conveniently selected from five districts viz Okara, Sahiwal, Lahore, Pakpattan and Kasur by a self developed and validated questionnaire i.e. Research Questionnaire about the Condition of Available Inclusive Education Facilities and Opportunities in Secondary Schools of Punjab. For cross validation of data, interview schedule was used to collect data from 17 secondary school students with disabilities. Both the descriptive and inferential statistics were used to analyze the collected data. This study describes that there is no significant difference in inclusive education facilities between male and female secondary schools. Moreover special students denied provision of inclusive education facilities as claimed by the teachers. Conclusions were drawn and recommendations were made.

PERSEPSI AMALAN PENYELIAAN PENGAJARAN GURU DI SEKOLAH MENENGAH KEBANGSAAN KAWASAN BANDAR DI PENAMPANG, SABAH

The teacher supervision process is an important component in the effort to increase teacher performance and in turn elevate the teaching profession in Malaysia. Hence, this study was conducted to identify the perception of teacher supervision in urban secondary schools within the district of Penampang, Sabah. Random sampling was applied to select 123 teacher respondents. Data collection for this exploratory quantitative study was gathered through a survey. The data was then analysed using the Statistical Package for Social Science (SPSS) version 25.0 software. Overall, teacher respondents perceive that execution of supervision training, curriculum improvement management, and execution of rewards in the Penampang secondary schools involved were high. Results from the ANOVA test showed that there is a difference of perception towards execution of supervision training based on gender and years of teaching experience. As feedback, the researchers make several suggestions for stakeholders involved.

«Digitalization Destroys School Walls»: the Experience of School Digitalization in Finland

The article discusses the history of implementation of digital technology in the educational process of the Finnish school over the past 20 years and impact of first digital textbooks. Digitality is viewed in a broad and narrow sense in Finland: in a broad sense as the most important part of the modern human ecosystem where a human is a responsible member of society, in the narrow sense as the use of digital devices for educational and pedagogical purposes for instance for both assessing processes (teacher assessment and pupil self - assessment). Project-oriented learning and interdisciplinary communication are methods witch widely used in Finnish educational system. Digitalization significantly helps in their successful implementation and allow to combine in lessons those elements: 1) pupil’s digital skills and their desire to use digital devices; 2) performance of a specific learning tasks which have for students the goal (finding relevant information), the benefit (new knowledge) and interest (multimodality); 3) a trusting relationships between students and their teachers when the students make their tasks independently, creatively. The research methods are the method of critical interpretation, case study, the method of conceptualization, the observational method. The article also provides specific examples of the use of digital technology in different lessons in both ungraded and urban schools, in lower and upper secondary schools.

Self-Reported Emotional and Behavioral Problems of Left-behind Children in Lithuania

The migration makes an influence on children’s mental health and behaviors. However, the majority of studies investigate the families and people in migration rather than left-behind groups in their home countries. OBJECTIVE: to assess the possible impact of parents’ migration on emotional and behavioral problems of their left-behind children. The study comprised 10–19-year-old adolescents from five urban secondary schools (n = 1292). The cross-sectional study was conducted in Kaunas city (Lithuania). Main measures were self-reported scales – Strengths and Difficulties Questionnaire (SDQ) and Child Behavior Checklist (CBCL) as well as items on subjective perceptions and feelings towards the change of relationship with a missing parent due to migration or divorce. Findings show that left-behind children report more risky behaviors and emotional problems, they tend more to feel unloved (OR = 2.34, p < 0.05), longing for missing parent (OR = 4.72, p < 0.05), contemplating suicide or self-injuring behavior (OR = 3.92, p < 0.05). Emotional and behavioral problems are more prevalent among 15–19-year-old male adolescents (OR = 1.71, p < 0.05). The left-behind children report more emotional and behavioral problems compared to the children from divorced families. The findings suggest that parental migration has specific negative effects on left-behind children’s emotional state and behaviors.

Extra Lessons and Academic Achievement of Learners among Urban Day High Density Secondary School Learners

This multiple case study was an analysis of the perceptions of teachers, parents, school inspectors and learners towards the role of extra lessons on the academic achievement of learners in three secondary schools in Chegutu Urban, Zimbabwe. The study was guided by the Incentive Theory of Motivation developed by Young (1936), which postulates that there are many reasons that drive people towards doing certain things. The study adopted the interpretivist paradigm that hinges on the premise that social meaning is created by interacting with various participants affected by a phenomenon it was rooted in the qualitative approach. Interviews, focus group discussions and document analysis were used to generate data. The results of the study show that extra lessons were used to improve learners` academic achievement. Extra lessons came in as a form of remediation for learners who failed to grasp concepts during the formal learning school hours. The lessons also enhanced slow learners‟ achievement and sustained gifted learners` academic levels through extension work. They helped learners in getting admission into institutions of higher learning. Due to the positive academic role of the extra lessons, it was recommended that there is need to take extra lessons seriously. Extra lessons could be used to make up for the time limitations in the urban day high density secondary schools where there is double sessioning. However, there is need to monitor the learners as they go away for the extra lessons to find out if, indeed, they are benefitting from them. Learners, who stand to benefit from the extra lessons, need to take into account that they should not wait for teachers to do virtually everything for them but rather use extra lessons for guidance on how they go about certain activities. Learners should do most of the activities through learner centred approaches, under the guidance of the extra lessons teachers. There is need for a legal frame work to operationalise the extra lessons. The Government of Zimbabwe could have extra lessons as a revenue base through which teachers practising extra lessons could have their extra remuneration from extra lessons taxed.

Teacher belief and agency development in bringing change to scale

We present a case study that examined the role of teacher belief change and agency development through enactment of an innovative student-centered STEM program in three public urban secondary schools. In the program, 9th grade STEM classrooms were restructured to incorporate daily small group instruction facilitated by 10th grade near-peers. We found that teachers who had successfully persisted in the program for several years attributed changes in their professional practices, principles, and norms to their experiences with students. Teacher agency developed as teachers reflected on reform-based experiences for planning, and as they further conceptualized their own authority to distribute it among their students. All teachers exhibited qualities of deep change, exerted agency in their own classrooms, and perceived they had school-level cultural resources to spread agentic actions beyond their classrooms, but not all teachers felt agentic in relationship to social structures in their schools. Through our findings, we identify perceptions about the student experience as a salient source of information that motivates teacher belief change. We further show how cultural and social-structural resources afford or hinder teachers from sustaining and scaling a relatively mature program.

Hygienic assessment of intraschool environment in rural and urban secondary school institutions

The purpose of the research is to assess the intra-environment indices in urban and rural secondary schools. In the course of special studies there was given the hygienic assessment of the climate, illumination and air quality of classrooms. In classrooms in rural schools microclimate indices were established to fail to meet hygienic requirements mainly on the temperature and humidity parameters. In rural schools, the temperature was decreased to 16-17 °C in 19.0 ± 8.6% of classrooms, humidity was elevated to 63.1% in 25.7 ± 7.4% of classrooms. Among urban schools the humidity in 49.6 ± 4.4% of classrooms reduced to 23.3 ± 0.3%, in 20.8 ± 5.4% of offices it was increased to 71.9 ± 0.9%. The coefficient of the natural illumination in rural schools has been reduced to 0.86-1.4% in 33.9 ± 14.2% of classrooms. In 25.1 ± 2.3% of classrooms in urban schools the level of natural light ratio was below the normative values and varied in the range of 0.32-1.3%. It is noted that in the offices of informatics natural light indices are significantly lower than in the classrooms for core subjects. The artificial lighting in urban schools was found to be lower than hygienic standards on the desks by 1.9 times, 2.2 times - at the board. There were obtained statistically significant handshaking health problems of urban schoolchildren due to intraenvironmental factors. The c dimate in surveyed gyms in rural schools is different in the low temperature and high humidity. The hygienic assessment of the air pollution classrooms’ medium was executed for a range of chemicals: formaldehyde, carbon monoxide, nitrogen dioxide, sulfur dioxide, particulate matter. Concentrations of formaldehyde; nitrogen dioxide, suspended solids in the air in classrooms in urban schools appeared to be higher than in rural schools. Carbon monoxide concentrations in classrooms in rural schools was found to exceed their values in urban schools. The air in classrooms of the one of the cities was found to be differed by a specific atmosphere for its chemical - hydrogen fluoride, in concentrations exceeding the maximum allowed concentration by 3-3.5 times.

Principals’ leadership roles in transforming school culture for quality education in urban secondary schools in Ethiopia

Principals’ leadership roles in transforming school culture for quality education in urban secondary schools in Ethiopia

Tough-Girl Femininity, Sisterhood and Respectability: Minority Girls’ Perceptions of Sexual Harassment in an Urban Secondary School

ABSTRACT This study aims to explore how adolescent girls with minority backgrounds experience different forms of sexual harassment in school. The study draws on semi-structured interviews conducted in a lower secondary school located in one of Sweden’s most socially disadvantaged urban areas. The results reveal that the girls repeatedly experienced misogynist comments such as “whore” and “slut” and were subjected to moral judgements connected to their manner of dressing and behaving. The girls’ narratives were also framed as tough-girl femininity, which is related to how they had to show a tough façade against acts of harassment as well as to other students at the school. When the name-calling became personal, the girls stuck together against the harassing boys and fought back verbally. The study contributes important knowledge about how adolescent girls perceive sexual harassment at school; this knowledge is important in efforts to create a safer school environment for all students.

Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location

The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P &lt; 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P &lt; 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.

Attitudes towards and perception of gambling among secondary school students in a developing country

ABSTRACTGambling is common in Nigeria and over the years has gained wide acceptability among the populace. Improved technology and legalization of gambling have led to increased gambling opportunities among young people. The aim of this study is to determine the attitude towards and perception of gambling among a sample of secondary school students in South East Nigeria. A total of 507 male students from three male-only urban Secondary Schools in Owerri, Imo State participated in the study. Multistage sampling technique was used in sample selection. Data was collected using a self-administered socio-demographic questionnaire and the 9 Item Attitude Towards Gambling Scale. Results showed an overall negative perception of gambling. Majority of the respondents (82.8%) perceived gambling as a risky activity while few (27.3%) perceived it as a good way of earning an income quickly. More than half of the respondents (52.7%) believed that gambling yields a high return. There was a significant association between parental gambling and positive attitude towards gambling (X = 6.27, p = 0.04). Thus, preventive strategies targeted towards changing gambling attitudes in parents may serve a dual role of changing attitudes and perception of gambling in their offspring.

Teacher Variables and School Location as Predictors of Chemistry Teachers’ Awareness of Ethno Science Practices

Innovative researches and findings of science educators and scholars on the effectiveness of ethno science based instructional model and approach remains unproductive in the field of chemistry education because of the continuous ignorance and neglect of ethno scientific practices by chemistry instructors. This neglect which could possibly be as a result of a lack or, inadequate awareness has stalled moves for contextualized system of chemistry education for more meaningful learning and effective teaching. In view of this, this study sought to ascertain secondary school chemistry teachers’ level of awareness of ethno science practices and the predictive value of teacher variables and school location. The study adopted descriptive survey research design. Data were collected from a sample of 150 chemistry teachers drawn from rural and urban secondary schools in Akinyele, Ido and Lagelu Local Government Area, Oyo state. The instruments used were validated and each reliability tested; Chemistry Teachers’ Questionnaire on Awareness of Ethno Science Practices (r=0.75) and Chemistry Teachers’ Questionnaire on Value for Culture (r=0.95). Four research questions tested at 0.05 and 0.01 level of significance using Analysis of Variance ANOVA; which guided this study were answered using descriptive statistics of (mean and standard deviation), Pearson product moment correlation and multiple regression. The study revealed that chemistry teachers’ awareness of ethno science was below expectation (x̅=60.34). The independent variables had significant composite contribution on awareness of ethno science (23.9%). Gender and School location both had no significant relative contribution on awareness while, Value for culture (B=0.128;t=3.166;p&lt;0.05) and Experience (B=5.490;t=3.551;p&lt;0.05) both had significant relative contribution on awareness. Gender had no significant relationship with awareness while, Value for culture (r=0.811;p&lt;0.01), Experience (r=0.242;p&lt;0.01) and School location (r=0.360;p&lt;0.01) had significant relationship with awareness. Following these findings, it was recommended that there is need to equip chemistry teachers with indigenous knowledge of the people in the area where they teach through training and re-training. The need for government and educational research institute to encourage research on profiling of ethno science practices for integration in science classroom was also suggested. Also suggested, is the need for chemistry teachers to be given the necessary support and opportunity to formally link culture with western science in classroom instruction.

Civilized cola and peasant pozol: young people’s social representations of a traditional maize beverage and soft drinks within food systems of Chiapas, Mexico

ABSTRACT In Mexico, industrially grown and transformed foods have seen their consumption explode over the past half-century and soft drinks embody an emblematic example of the impact these shifts can have on health, traditional foodways, and family agriculture. This study compared the role of sodas with a traditional maize beverage, pozol, in the state of Chiapas, specifically among rural and urban secondary school youth. We found that students find sodas to be desirably “refreshing” and “tasty,” and associated them with wealthier social classes and an alluring vision of modernity. Pozol, on the other hand, was seen as “peasant food” or a poor-person’s drink. Nonetheless, most students have not abandoned its consumption and indeed, for many it represented their most significant daily liquid intake. Importantly, it was seen as more than refreshing libation, serving as a vital food source. We also found that within Chiapanecan society, pozol in fact represents a host of varying versions, whose consumption parallels ethnic, socioeconomic, and rural/urban factors. Ultimately, some traditional foods have maintained a certain resilience in the face of more globalized foods, in part because of their perceived nutritional and cultural value, thus helping to reinforce the resilience of the peasant agroecology they depend on.

Cultivating Capital for High School Newcomers: A Case Study of an Urban Newcomer Classroom

This qualitative case study examines how students in a high school newcomer program experience the development of social and cultural capital. Newcomer programs are created by K-12 schools with large influxes of refugees and immigrants. This case study data stems from a larger ethnographic study of a newcomer program at Georgetown High, an urban secondary school in the Northeast region of the United States. Using Bourdieu’s (1986) social and cultural capital theory as a framework for the study we provide an overview of the literature on the importance of helping newcomers build social and cultural capital. Themes arising from the data as representations of the experiences of newcomers building capital and the role of the teacher in that development is explored further. The paper concludes with a discussion of implications of the case for research, policy, and practice.

Perception of Risk Behaviours Influencing HIV and AIDS Prevention and Control Among Secondary School Adolescents in Enugu State, Nigeria

OBJECTIVE: The study investigated the secondary school adolescents&amp;rsquo; perception of risk behaviours influencing HIV and AIDS prevention and control in Enugu State, Nigeria.&#x0D; &#x0D; METHOD: The study was a descriptive survey research. A sample of 825 senior secondary secondary school adolescents was selected. Three research questions and two hypotheses guided the study. Mean and Standard deviation was used to answer the research questions while t-test was used to test the hypotheses at 0.05 levels of significances.&#x0D; &#x0D; RESULTS: Results showed that there is a moderate level of HIV/AIDS risk perception among secondary school adolescents, a moderate level of HIV/AIDS risk perception among the male and female secondary school adolescents and also a moderate level of HIV/AIDS risk perception among the urban and rural secondary school adolescents. It further revealed that there is no significant difference between the mean rating of male and female secondary school adolescents in respect to their HIV/AIDS risk perception. It was also discovered from the study that there is significant difference between the mean rating of urban and rural secondary school adolescents with regards to their HIV/AIDS risk perception in favour of urban secondary school adolescents.&#x0D; &#x0D; CONCLUSION: The study concludes that there is a moderate level of HIV/AIDS risk perception among secondary school adolescents in the study area. The level of HIV/AIDS risk perception among the male and female secondary school adolescents is moderate. There is a moderate level of HIV/AIDS risk perception among the urban and rural secondary school adolescents. Further studies could be carried out using a larger population to substantiate the urgency for counseling programme to meet the secondary school adolescents&amp;rsquo; needs on HIV/AIDS risk behaviours. Further research could also be focused on factors that affect adolescents&amp;rsquo; perception of risks which makes them vulnerable to HIV/AIDS.