Systematic reviews of interventions13-15 have found that while school programming does not always produce improvements in knowledge, this is the most likely change associated with the presence of school-based programmes. Most
studies, however, do not separate fact from myth, but include both in a single measure of knowledge. Data collected in this study produced two distinct measures in factor and reliability analysis: one for factual knowledge and another for endorsement or
rejection of local myths. This is similar to analysis of data from studies in Kenya42, 46 and South Africa43, 44. In both studies endorsement or rejection of myths had a significant influence on risk-related sexual behaviours, and levels of
knowledge did not. If the ultimate goal of HIV prevention programming is to change risk-related behaviours, it appears that reducing myth endorsement may be more important than increasing factual knowledge.