Effectiveness of self-instructional module on knowledge of primary school teacher's regarding attention deficit hyperactivity disorder

Abstract

ADHD is most common neuro-developmental disorder in children. It is characterized by problems paying attention, Excessive activity or difficulty controlling behavior which is not appropriate for a person’s age. Statement of Problem: An experimental study to assess the effectiveness of self-instructional module on knowledge of Primary School Teacher’s regarding Attention deficit hyperactivity disorder in selected schools. Aims: The aim of study to assess the pre and posttest level of knowledge regarding Attention deficit hyperactivity disorder among primary school teachers. Setting and Design: Quasi experimental research design was used to assess the knowledge of primary school teacher’s regarding Attention Deficit Hyper Activity and the study was conducted in primary schools, Guntur. Methods and Material: The study was conducted in primary schools. Sample size was 50 primary school teachers of selected primary schools. Statistical analysis: Structured knowledge questionnaire method was used for statistical analysis. Results: It reveals that in experimental group pretest mean score was (11 + 2.06) which is 36.7% where as in posttest mean score was 21 + 1.8 which is 70%. In control group, the pretest scores was 7 + 1.2, which is 23.3% where as in posttest mean score was 13 + 2.05 which is 30%. Conclusion: The study revealed that the self-instructional module helps in improving knowledge regarding ADHD among primary school teachers. Thus it can be used as an alternative method to the teachers in increasing knowledge regarding ADHD.