HIV prevalence is high among young adults. Students in colleges lead a liberal
life and continue to engage in risky sexual behaviours mostly without HIV
protection. This study, therefore, investigated determinants that influence students
in adoption of HIV and AIDS prevention strategies. Data were collected on
students’ social-demographic characteristics, knowledge levels on HIV, sexual
behaviours and perceived risk to HIV infection. A cross-sectional correlational
descriptive survey design was used. Using a national list of 20 public teacher
training colleges, a random sample of 13 colleges was selected. Two second year
classes of about 40 students were selected using simple random sampling method
that utilized single stage cluster design. A total sample of 1,040 students was
drawn. In addition, 12 discussants from each selected college were systematically
sampled to participate in focus group discussions. In addition, 13 deans of
students and 13 principals were interviewed. Descriptive statistics were generated
for all survey items using Statistical Package for Social Sciences computer
programme version 17. Chi-square test was used to test each hypothesis using
alpha .05 as the level of statistical significance. Multiple regression analysis was
conducted to identify predictors of adoption of HIV prevention strategies.
Findings indicated that of the three effective strategies; abstinence was difficult to
achieve with students, slightly more students practised fidelity and condom use
was the most popular. Socio-demographic characteristics such as gender and
religion were significantly related to adopted HIV strategies but the associations
were weak. There was a positive weak association between HIV knowledge and
HIV prevention strategies. No significant relationship was found between
students’ sexual behaviours and perceived risk to HIV and HIV prevention
strategies separately. Group discussants believed that sex with multiple partners
was a ‘lifestyle’ that had persisted in colleges because of the belief that college
life is a time of 'exploration and experimentation’. It was concluded that gender
and religion continue to be important factors in scaling down the pandemic;
knowledge about HIV was necessary but by itself not sufficient to make students
adopt prevention strategies. There was also a risk of students contracting HIV
because of the poor assessment of personal risk to HIV. It was recommended that
tutors be developed to clear HIV misconceptions; a surveillance system to track
HIV prevalence in college be developed; and life skills education be made an
examinable subject.