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This book exposes the results from the application of the quasi-experimental methodology employed to ascertain the effects CTI has on students´ knowledge of HIV, AIDS, and sexual behaviour. The book reveals major results from the study, some of which are: Students treated with constructivist theatre instruction have higher mean scores than those in the control group on the HIV and AIDS knowledge test. Students treated with constructivist theatre instruction have higher mean scores than those of the control group, showing that constructivist theatre instruction affected sexual behaviour more positively. Gender has no significant influence on students mean scores in the HIV and AIDS knowledge test Gender does not significantly influence the mean rating of students´ sexual behaviour School location has a significant influence on students´ performance on the HIV and AIDS knowledge test with the urban students performing better than the rural students. The book also discusses these results, prescribes recommendations based on the study´ findings, and makes suggestions for further study.

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Dr. Ngozi Joannes Anyaegbunam hails from Idemili North of Anambra State, Nigeria. She holds a B.Sc in Biology education, an M. Ed and Ph.D in Educational Measurement and Evaluation. She is currently a senior lecturer in the Department of Science education. She has over fifty publications in books, conference proceedings and journals.

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