The Effectiveness of Awareness Programme on Knowledge regarding behavioral problems of School Going Children among the Teachers in selected schools at Rajkot

 

Venkateshwaran. T

Professor Cum HOD of MHN Dept, PPG College of Nursing, Coimbatore.

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

 

ABSTRACT:

Background of the study: Behavioral issues can affect children of all ages. Yet, they frequently manifest early in childhood. Children are frequently highly hyperactive, irritable, or violent, and they often appear to have significantly more energy than adults. A parent is the child's primary educator. Instructors have an influence on personality development. A teacher's ability to listen to a child's difficulties is a crucial skill. Every child's instructor is their second mother. Hence, even if a youngster is attentive to every point the teacher makes, he or she cannot be expected to fully benefit from education if they are sick. Health education must remain primarily within the purview of teachers and school health personnel. Aims: This study's major goal is to assess the effectiveness of instruction intended to improve teachers' understanding of behavioural issues impacting school-aged children. Material and Methods: Quantitative methodologies are all included in the study's design. As a representative sample, 300 teachers from various Rajkot, Gujarat, India schools were chosen. Utilizing a non-probability purposive sampling strategy, the samples were selected. As a research method, an organized knowledge survey was employed. a video-assisted education intervention that incorporates a behavioral awareness course was used. A rating was given for the level of expertise.  Results: The majority of them were female, between the ages of 25 and 30, married, from a nuclear family, at least one to three years of education knowledge, and instructing students in grades 8 to 12. These characteristics were also reflected in the demographic statistics. Furthermore, no issues were discovered. 63(21.0%) had adequate knowledge, 129 (43.9%) had moderate knowledge, and 108(36.0%) had insufficient knowledge according to the pre-test. Only 32(10.7%) were elevated to Inadequate in the post-test, while 179(59.7%) were elevated to Adequate, 89 (29.7%), and Moderate. The effectiveness of the knowledge (t=13.3900) awareness program was significant at the 0.05 rank. Age in years (18.803, DF=6, p=12.59), educational attainment (37.153, df=6, p=12.59), and years of experience (22.777, df=6, p=12.59) were significant predictors of pre-test understanding the level. The selected variables were significantly related to the post-test Knowledge level at 0.05, including Educational Qualification (15.065, df=6, p=12.59) and Years of Experience (14.112, df=6, p=12.59).
Conclusion: It is vital to comprehend the purpose of programs for school-aged children with behavioral disorders, as well as the awareness of children with behavioral issues and the wider public, according to the previous study's conclusion. The Awareness programme offers parents, educators, and others a quick and easy way to recognize and address behavioral problems in kids. In light of the study's findings, suggestions for nursing service, administration, education, and research were made. There was also a need for deep and demanding study in the area of behavioral problems to develop alternative teaching strategies and provide knowledge and practice to educators, parents, and the general public.

 

KEYWORDS: Effectiveness, Awareness Programme, Knowledge, Behavioral Problems, School Teachers.

 

INTRODUCTION:

The term "behaviour" refers to any and all overt and obvious forms of human entertainment. Cognitive behaviours involve knowing, emotional behaviours involve feeling, and psychomotor behaviours involve performing.1

 

According to (Bimla Kapoor). Statistical Data on Behavioural Issues include Temper tantrums affect 20-25% of children aged 2 to 12. It is common during the first five years of life. Enuresis affects 15% of children aged 5 to 10 years, with 15% wetting only at night and the rest wetting only during the day. Children have an encopresis prevalence of 4 to 8%. 10% to 50% of youngsters aged between the ages of three and five experience nightmares. Recent findings in the paediatric outpatient department.2-4

 

The most common behavioral disorders among all children (48.70% to 84.30%) were conduct problems, nail biting, temper tantrums, and ADHD. Among all school-aged children, it is the most prevalent behavioural problem (48.70% to 84.30%). Following this were peer problems (48.30%), behaviour problems (55.60%), and hyperactivity problems (32.30%).5

 

A researcher created the following objectives for the current study, to measure pre-test understanding of issues related to behavior with school-aged children among chosen instructors. to create and develop a program to educate teachers in a few schools about the behavioral issues that school-age children face. to evaluate teachers' post-test knowledge scores regarding behavioral issues with students at particular schools. to assess how a teacher's Session of training has affected their knowledge about behavior difficulties among school-aged children in a particular school. to ascertain the association between teachers' pre-test understanding of behavioral issues in students of school age and their selected demographic factors. to ascertain the connection between the teachers' post-test understanding of behavioral issues in students of school age and their chosen the demographics.6-8

 

MATERIALS AND METHODS:

The present study employs a quantitative research methodology to assess the impact of a school-wide awareness programme on teachers' understanding of the behavioral problems of school-aged children.

 

It was a pre-experimental design with one group pre-test and post-test plan. The current study's sample size is 300 teachers from particular schools in Rajkot, Gujarat. Both male and female samples are used. The non-probability purposive sampling strategy was employed by the researcher to choose samples for this investigation.

 

PILOT STUDY:

Administrative clearance from the appropriate authority and informed consent from the samples will be obtained before the pilot project begins. Thirty samples schools in the city of Rajkot, Gujarat, will serve as a pilot group for the study. Non-probability purposive sampling will be used to pick samples. The obtained data showed that following the awareness programme, the teachers' level of knowledge significantly increased. The participants felt at ease and gave helpful feedback throughout the investigation with a significance level of P0. 001, the results of the study were deemed to be extremely significant.

 

MAIN STUDY DATA COLLECTION:

The people who took part in the study were chosen in Rajkot district using the Non-Probability Purposeful Sampling Technique. Then, the main study was done on samples of 300 teachers from schools. Structured self-administered questionnaires were used to get basic information from school teachers. After a certain amount of time, the pre-test knowledge was tested with Knowledge Questionnaires, and then an awareness programme was held. The same tools were used to test post-test knowledge. The results were written down and compared to the Book picture. Impact factors were talked about, and a conclusion was made.

 

RESULT AND DISCUSSION:

Frequency and Percentage of Demographic Variables:

Demographic Variables reveals with Regarding age, Table-I (A) shows that 115 teachers(38.3%) belonged to the 25–30 age range, 95 teachers (31.7%), the 31–35 age range, 45 teachers (15.0%), the age range below 25, and 45 teachers (15.0%), the age range over

 

Percentage distribution of Age in years

Table- says regarding Gender, majority 190(63.3%) were Females and 110(36.7%) were Males.

 

Percentage distribution of Gender

 

Marital status of samples, among the teachers 244(81.3%) were married; 52(17.3%) and Unmarried; 4(1.3%) were separated

 

Percentage distribution of Marital status

 

Table provides information on the different types of families. Of the 300 samples, 183(61.0%), or 117 (39.0%), belonged to a nuclear family.

 

Percentage distribution of Type of Family

 

Table says Educational qualification of teachers, among 250 samples majority 126(42%) were B. Ed; 62(20.7%) were TTC; 58(19.3%) were Degree and 54(18.0%) were M.Ed.

 

Percentage distribution of Educational qualification

 

Table reveals with regard to Years of experience, the majority 95(31.7%) teachers were between Above 1 year to 3 years;80(26.7%) were between Above 3 years to 5 years; 65(21.7%) were below 1 year and 60(20.0%) were above 5 years.

 

Percentage distribution of Years of experience

 

 

Table About Class of teaching among the teachers 152(50.7%) were Senior Secondary 8th std to 12th std;76(25.3%) were Primary 1st std to 5th std and 72(24.0%) were Secondary 6th std to 8th std.

 

Percentage distribution of Class of teaching

 

Table shows Source of information of teachers from, among 146(48.7%) were Mass media; 55(18.3%) were Self reading; 53(17.7%) were Formal education and 46(15.3%) were Contact through health personal.

 

Percentage distribution of Source of information

 

Table shows, have you identified any behavioral problems, majority 260(86.7%) were states No and 40(13.3%) were states Yes.

 

 

Table displays, have you attended any program related to behavioral problems, majority 300(100%) were states No and 0(0%) were states Yes.

 

Percentage distribution of Have you attended any program related to behavioral problems

 

Frequency and Percentage of level of knowledge:

The frequency and percentage distribution of the level of pre-test Knowledge score are shown in Table II (A). In the pre-test assessment, out of 300 samples, 108(36.0%) had inadequate knowledge, 129 (43.0%) had moderate knowledge, and 63 (21.0%) had adequate knowledge.

 

 

Percentage distribution of pre-test level of Knowledge

The frequency and percentage distribution of post-test Knowledge score levels are shown in Table-II (B). Out of 300 samples evaluated post-test, 32(10.7%) had inadequate knowledge, 89 (29.7%) had moderate knowledge, and 179 (59.7%) had adequate knowledge.

 

             

 

Percentage distribution of post-test level of Knowledge

 

Effectiveness of Awareness Programme:

The success of the awareness campaign in terms of knowledge is shown in Table III. The pre-test mean was 13.3900, the post-test mean was 19.5533, and the difference between the two means was 6.16333. The pre-test standard deviation was 5.25579, and the post-test standard deviation was 4.80041. The calculated t-value, which is 25.586 with a degree of freedom of 299 and greater than the table value of 1.000 at the 0.05 level, demonstrates the appreciable impact of the awareness campaign

 

Pre-test and   Post-test Knowledge   Mean difference

 

CONCLUSION:

The majority of schoolteachers had insufficient knowledge prior to the test, but after getting an awareness program, their knowledge scores increased, according to the study's findings. Age, educational level, and years of experience all substantially linked with pre-test knowledge level. Between post-test knowledge and years of experience as well as educational background Standard deviations for the pre-test and post-test were 5.25579 and 4.80041, respectively. The calculated, which is 25.586 with 299 degrees of freedom and is higher than the table value of 1.000 at the 0.05 level, demonstrates that the awareness programme was successful in increasing participants' understanding of behavioral concerns. This highlights the pressing necessity for teachers to understand the aim of an awareness programme addressing the behavioral problems school-aged children encounter. The awareness programme helps teachers identify and handle behavioural concerns in children immediately to improve the quality of life for their students.

 

REFERENCES:

1.      Bhatia M. S. A Comprehensive Textbook of Child and Adolescent Psychiatry, New Delhi. CBS Publishers and Distributors. 1996:213-234.

2.      Bimla Kapoor. Text Book of Psychiatry Nursing (II); 1st edition. Kumar Publication. 2004: 122-128.

3.      K.P. Neeraja. Essential Mental Health and Psychiatric Nursing, VOLUME 2 Published by Jaypee Brothers Medical Publishers, India. 2008: 237-239.

4.      Mary. C. Townsend. Psychiatric and Mental Health Nursing Concepts of Evidence Based Practice. Jaypee Brother Publication. 2010: 185-215.

5.      Data and Statistics on Children's Mental Health CDC (2022), www.cdc.gov/childrensmentalhealth/data.

6.      Sakhuja S. Education for all and learning disabilities in India. SSPC article no. 9, October 4, 2004. Available at www.sspconline.org/article(085).

7.      Stanovich K. E, Siegel L. S, Phenotypic Performance Profile of Children with Reading Disabilities. Journal of Educational Psychology. 2004; 86: 24-53

8.      Suman, Somen K. Behavioural Problems of School Children as viewed and handled by teachers: An empirical study. Child Psychiatry Quarterly. 1984; 4: 113-26.

 

 

 

 

 

Received on 11.07.2025         Revised on 05.08.2025

Accepted on 25.08.2025         Published on 31.10.2025

Available online from November 10, 2025

Int. J. of Advances in Nursing Management. 2025;13(4):219-223.

DOI: 10.52711/2454-2652.2025.00040

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