Effectiveness of Structured Teaching Programme on Knowledge Regarding Attention Deficit Hyperactivity Disorder in School Children among Primary School Teachers

Abstract

Background: A pre-experimental study was conducted to assess the effectiveness of structured teaching programme on knowledge regarding attention deficit hyperactivity disorder in school children among primary school teachers in selected schools, Sikar district, Rajasthan. A total sample of 100 primary school teachers were selected using purposive sampling. The objectives of the study were to assess the level of knowledge regarding attention deficit hyperactivity disorder among primary school teachers before and after structured teaching programme and to determine the effectiveness of structured teaching programme on knowledge regarding attention deficit hyperactivity disorder among primary school teachers. The final objective was to find out the association between pre-test level of knowledge and selected demographic variables. Materials and Methods: A one-group pre-test post-test design was used to conduct the study. A sample comprising of 100 primary school teachers were enrolled using purposive sampling technique. The conceptual framework of the study was based on Imogene King’s goal attainment model. Tools used for data collection were demographic performa and structured knowledge questionnaire. Results: Data analysis was done using descriptive and inferential statistics. Findings of the study revealed that the mean post-test knowledge score 29.11 ±6.23 was significantly higher than the mean pre-test knowledge score 11.68±8.62 (p<0.05). Paired t value computed at 22.038* was statistically significant at p<0.05. which revealed that, there is significant increase in the mean post-test knowledge score. Significant association was observed at 0.05 level between source of Information, Type of family and Type of Occupation with knowledge level. Conclusion: The findings of the study confirmed that the structured teaching programme was significantly effective in improving the knowledge regarding attention deficit hyperactivity disorder among primary school teachers. Keywords: Structured teaching programme, Knowledge, attention deficit hyperactivity disorder (ADHD), primary school teachers.