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A Study to Assess the Effectiveness of Self-instructional Module regarding Attention Deficit Hyperactive Disorder among Primary School Teachers at Selected Schools in Amritsar

Jicy Shahji, Supriya Das, Kirandeep Kaur, Manpreet Kaur Garcha, Rajesh P

Abstract


The global burden of disease indicates that by the year 2020, childhood neuropsychiatric disorders will increase by more than 50% internationally to become one of the five most common causes of morbidity and disability among children. An exploratory study on adult attention deficit hyperactivity disorder (ADHD) in India revealed that children who are diagnosed with ADHD grow up and become an adult patient of ADHD. Identifying them early and treating them would reduce the burden of this disorder and may help in better treatment of the comorbid conditions in these patients. Similarly, if learning disabilities are not picked up at an earlier stage and case-appropriate management strategies are not adopted, there is a possibility of worsening of the child’s academic and social functioning. Research approach was used in pre-experimental one group pre-test and post-test. The target population for the study was primary school teachers. Findings related to the assessment of pre-test knowledge regarding attention deficit hyperactive disorder shows that 37 (61.66%) teachers had inadequate and 22 (36.67%) teachers had moderate and 1 (1.67%) had adequate knowledge regarding attention deficit hyperactive disorder. Findings related to the assessment of posttest knowledge regarding attention deficit hyperactive disorder shows that 32 (53%) teachers had moderate knowledge, 21 (35%) teachers had adequate knowledge and 7 (12%) teachers had inadequate knowledge. Findings related to effectiveness of self-instructional module regarding attention deficit hyperactive disorder among primary school teachers depict that enhancement between the pre-test and post-test was 9.15 and obtained paired ‘t’ test value was 12.53; it was highly significant at level < 0.05. This shows the effectiveness of self-instructional module. Chi-square test revealed that there was statistically significant association between knowledge of primary school teachers with their demographic variables.


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