Study to Assess the Effectiveness of Computer assisted Teaching Programme on Knowledge among school Teachers Regarding Conduct Disorder and its Management in children in Selected Schools at Bhilai (C.G)

Mrs. Divya Lore

Lecturer, Shri Shankarchrya College of Nursing, Bhilai, Chhattisgarh, India

*Corresponding Author E-mail: divyshikhar87@gmail.com

ABSTRACT:

Conduct disorder is a serious behavioral and emotional disorder that can occur in children and teens. The aim of the present study is to increase the knowledge of school teachers regarding conduct disorder and its management .The study objectives is to assess the pretest and posttest knowledge score regarding conduct disorder and its management in children among school teachers and to assess the effectiveness of computer assisted teaching program regarding conduct disorder and its management in children among school teachers and to associate the pretest knowledge score regarding conduct disorder and its management in children among school teachers with selected socio demographic variables and study parameter. The study Design was pre experimental, one group pretest and post test research design. The sample size is 60 school teachers from selected schools. A purposive sampling was used to select the samples for study. Findings: Pretest knowledge mean was 20.6 and post test mean was 24.03, mean % of pretest and post test was 1.66% and standard deviation of pretest knowledge was 3.611 and posttest was 2.753. Pre test knowledge (1.7%) were having excellent knowledge, (93.3%) having good knowledge, and (5%) having average knowledge and in post test (15%) were having excellent knowledge, 85% having good knowledge, 0% average knowledge. Mean difference of pretest knowledge and post test are 3.43, standard error of pretest knowledge is 0.466 and post test is o.355. The paired t test value is 5.39which is highly significant at p> 0.o5 which proves the effectiveness of computer assisted teaching program. Conclusion: The study conducted that the computer assisted teaching program was effective and increased the knowledge of the school teachers regarding conduct disorder in children and its management.

KEYWORDS: Knowledge, Conduct disorder, School teachers.

INTRODUCTION:

“Conduct disorder” is a serious behavioral and emotional disorder that can occur in children and teens.A child with this disorder may display a pattern of disruptive and violent behavior.The majority of research on conduct disorder suggests that there are a significantly greater number of males than females with the diagnosis. Prevalence was 5% among children and young people aged between 5 and 16 years.

There are two classification of conduct disorder are Early onset type- In this type of conduct disorder symptom seen before the age of 10 years. Adolescent onset type- In this type not seen any symptoms before the age of 10 years.

According to American psychiatric association 2000,says that from 3 to 6 million children suffer from clinical depression and are at high risk for suicide ,the third leading cause of death among young people, every hour, 57 children and teenagers try to kill themselves, every 18 succeed.Follow up studies of conduct disorder children have shown a high incidence of antisocial personality disorder, affective illness and chronic criminal behavior later in life. However, proper treatment of coexisting disorder early identification and intervention and long term support may improve the outlook significantly.

STATEMENT OF THE PROBLEM:

A study to assess the effectiveness of computer assisted teaching programme on knowledge among school teachers regarding conduct disorder and its management in children in selected schools at Bhilai, (C.G)

OBJECTIVES:

To assess the pretest and post test knowledge score regarding conduct disorder and its management in children among school teachers.

• To assess the effectiveness of computer assisted teaching programme regarding conduct disorder and its management in children among school teachers.

• To associate the pretest knowledge score regarding conduct disorder and its management in children among school teacher with selected socio demographic variables and study parameter

Hypothesis:

HO- There will be no significant effect of Computer Assisted Teaching Programme on knowledge regarding conduct disorderand its management in children among school teachers, at selected schools in Bhilai (C.G).

H1- There will be significant effect of computer assisted Teaching programme on Knowledge among school teachers regarding conduct disorderand its management in children among school teachers, at selected schools in Bhilai (C.G).

H2- There will be significant association between pre test knowledge score among school teachers with selected socio demographic variables and study parameter.

Research Approach:

A pre experimental approach was adapted for this study.

Research Design:

Pre-experimental, one group pretest post test design was selected for the present research study.

Variables:

Independent variables: In the present study, the independent variable is the computer assisted teaching program regarding conduct disorder and its management in children.

Dependent variables: In this study, the dependent variable is knowledge of middle school teachers regarding conduct disorder and its management in children.

Setting of the study:

This study was conducted among school teachers of shri shankaracharya vidhyalaya (hudco), Maitri vidhya niketan (Risali), Mar baselios vidhya bhavan (shanti nagar),Bhilai (C.G).

Population:

The target population of the study is school teachers who are teaching 6 to 8.

Sampling technique:

Purposive sampling technique was employed.

Sample andSample Size:

A total number of 60 middle school teachers who met the requirement of inclusion criteria were selected by using purposive sampling method.

Scoring and interpretation:

The questions were phrased in a multiple choice from with four options as distracters with one correct response. The correct response was given a score of ‘one’ mark and the wrong response was given a score of ‘zero’.

The total knowledge score ranged and classified as

Excellent 27-38

Good 14-26

Average 0-13

RESULT AND FINDINGS:

· According to the frequency distribution 43.4% (26) teachers belonged to age group of > 40 years, 23.3% (14) teachers belong to 36-40 years age group, 18.3 % (11) teachers belong to 25-30 years age group and only 15% (9) teachers belong to 31-35 years age group.

· Depict that the majority of teachers i.e. 75% (45) belonged to Hindu religion, 20% (20) were Christian 3.4% (2) were sikh, 1.6% ( 1) was Muslim and 0% was others.

· Depict that 91.7% (55) were females and 8.3% (5) were male teachers.

· Depict that the majority of subject i.e. 81.7% (49) were married and 18.3% (11) were unmarried.

· Depict that 87.75% (43) teachers had children and only 12.25 % (6) teachers didn’t have children.

· Depict that the majority of teachers 73.3% (44) were graduate with B.ED, 26.7% (16) were graduate/post graduate without B.ED.

· Depict that the majority of subjects i.e. 53.3% (32) had 1-10 yr of experience, 35% (21) had 11-20 yr of experience, 6.7 % (4) had 21-30 yr of experience and only 5% (3) had long yr of teaching experience i.e. 31-40 yrs.

· Depict that the majority of subject i.e. 86.7% (52) were permanent teaching staff and 13.3% (8) were temporary teaching staff.

· Depict that 88.3% (53) teachers have no previous experience of attending classes on conduct disorder and only 11.7% (7) had attended classes on conduct disorder.

· depict that maximum no. of subject i.e. 80% (48) had no information regarding conduct disorder, 10% (6) had attended seminar , 6.6% (4) received knowledge from media, 1.7% (1) teacher had received from workshop and other teacher i.e.1.7% (1) received information from profession and friends

· Depict that the majority of subject i.e. 58.33% (35) were aware regarding conduct disorder and 41.7% (25) were not aware regarding conduct disorder.

· Depict that 50% (30) of teacher’s experience of dealing students with conduct disorder.

· Depict that 53.3% (16) of teachers had no personnel experience of consequences faced by them in dealing students with conduct disorder and 46.7% (14) of teachers had faced some consequences.

· Depict that majority of teachers 81.7% (49) were able to manage the students with conduct disorder sometimes, 10 % (6) of teachers could manage always but 8.3% (5) of teachers were not able to manage students with conduct disorder anytime.

· depict that 50% (30) teachers have 5discussed sometimes, 30% (18) have never discussed but 20% (12) teachers have always discussed about conduct disorder with student’s parents.

· depicts that Pre test knowledge mean was 20.6 and Post test score was 24.03, mean percentage of pre test was 1.66 % and post test was 1.66% and Standard deviation of pre test knowledge was 3.611 and post test was 2.753, mean difference of pre test knowledge and5post test are 3.43,Standard error of pretest knowledge was 0.466 and post test knowledge was 0.355. The t-paired test value is 5.39 which is highly significant at p>0.05 which proves the effectiveness of plan teaching programe

S.No	Tests	Mean	Mean difference	T Value
1	Pre test	20.6	3.43	5.39
2	Post test	24.03

Significant at 0.05 level

There were significant associations found between pre-test knowledge level and socio- demographic variables such as gender, married subjects on the basis of whether they have children, previous experience of attending classes on conduct disorder in children.

CONCLUSION AND INTERPRETATION:

· Depicts that Pre test knowledge mean was 20.6 and Post test score was 24.03, mean percentage of pre test was 1.66 % and post test was 1.66% and Standard deviation of pre test knowledge was 3.611 and post test was 2.753, mean difference of pre test knowledge and post test are 3.43,Standard error of pretest knowledge was 0.466 and post test knowledge was 0.355. The t-paired test value is 5.39 which is highly significant at p>0.05 which proves the effectiveness of plan teaching program

· There were significant associations found between pre-test knowledge level and socio- demographic variables such as gender, married subjects on the basis of whether they have children, previous experience of attending classes on conduct disorder in children.

REFERENCES:

1. American Psychiatric Association (APA). Diagnostic and Statistical manual of mental disorders.4^th ed. Washington, DC: APA; 2000.

2. Basavanthappa B.T. Essentials of mental health nursing, 1^st edition, 2011, Jaypee brothers publication

3. Bharath S. 1997 “child and adolescent psychiatry in patient facility”, Indian Journal of Pediatrics 64 (6): 829 – 32.

4. Carl E. Schwartz et al “Maternal expressed emotion and parental affective disorder: Risk for childhood depressive disorder, substance abuse, or conduct disorder” Journal of Psychiatric Research, Volume 24, Issue 3, 1990, Pages 231–25.