Effectiveness of Structured Teaching Programme regarding attention deficit hyper activity disorder on knowledge among primary teachers

Yash Satish Kamble¹, Rutuja Gole²*, Anuja Sable², Suraj Jogdand², Rasika Dere²,

Sudarshan Jadhav², Neha Dange²

¹The Department of Psychiatric and Mental Health Nursing, Faculty of Nursing,

DE. Society’s S.K. Jindal College of Nursing, Pune 411004.

²Final Year Basic B.Sc. Nursing Students at D.E. Society’s S. K. Jindal College of Nursing, Pune, 411004.

*Corresponding Author E-mail: sankikamble7@gmail.com, thesis.ak07@gmail.com

ABSTRACT:

Background: Attention deficit hyperactivity disorder (attention deficit hyperactivity disorder) is a neurodevelopmental disorder defined in the diagnostic and statistical manual of mental disorders (dsm-5) as a repeated pattern of symptoms that can be recognized in childhood; it presents as inattention and/or hyperactivity- impulsivity (American psychiatric association, 2013). In recent years, the prevalence rate of this disorder has significantly increased among school-aged children (Richardson et al., 2015). According to the centers for disease control and prevention (2017), the prevalence of attention deficit hyperactivity disorder among children between the ages of 4 and 17 has repeatedly risen, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% between 2011 and 2012. Subjects and Methods: The study was Quantitative research approach in nature. Pre experimental one group pre-test posttest Design was chosen for this study. The study was conducted among 30 primary school teachers in selected schools of selected in Pune city. It also aimed at find association between pre-test study findings with selected demographic variables by using descriptive and inferential statistics. Results: Highly statistically significant difference was noticed between before and after structured teaching program regarding attention deficit hyper activity disorder on knowledge among primary teachers. A significant change was found after the structured teaching program. Conclusion: Implementation of structured teaching program regarding attention deficit hyper activity disorder among primary school teachers has a positive effect on improving their knowledge of Attention Deficit Hyperactivity Disorder. Recommendation: The study recommended continuous education provided for all primary school teachers working and make primary school teachers updated of new knowledge. Implementation of structured teaching program regarding attention deficit hyper activity disorder among primary school teachers.

KEYWORDS: Structured teaching program – Attention Deficit Hyperactivity Disorder.

INTRODUCTION:

The children of today will make the India of tomorrow. The way we bring them up will determine the future of the country¹.

Attention deficit hyperactivity disorder (attention deficit hyperactivity disorder) is a neurodevelopmental disorder defined in the diagnostic and statistical manual of mental disorders (dsm-5) as a repeated pattern of symptoms that can be recognized in childhood.²It presents as inattention and/or hyperactivity-impulsivity (American psychiatric association, 2013).³In recent years, the prevalence rate of this disorder has significantly increased among school-aged children (Richardson et al., 2015).⁴According to the centers for disease control and prevention (2017), the prevalence of attention deficit hyperactivity disorder among children between the ages of 4 and 17 has repeatedly risen, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% between 2011 and 2012.⁵

Recent evidence by who indicates that by 2020 childhood neuropsychiatric disorders will rise proportionately by over 50%, and would be the fifth most common cause of morbidity, mortality and disability among children.⁶ Epidemiologically estimates suggests that approximately 14-20% of all children from birth to 18 years of age have some type of psychiatric disorders and about 3% to 5% have serious disorders.⁷School age is the period between 6-12 years. The school years are those years where it's time for new achievement and new experiences.⁸ All young children are having the impulsive and naughty behavior and it is common in all young children.⁹ But some hyperactive in behavior and become children have very much violent for small reasons, this behavior are not seems as normal and hard to change.¹⁰ Children who suffer from behavioral disorders such as attention deficit hyperactivity disorder are at higher risk for school failure because of lack of attention and face learning disability.¹¹

NEED OF THE STUDY:

Change in life due to modernization advances in technology and communication system.¹²The attention deficit hyperactivity disorder and temper tantrum can be emotionally and physically exhausting for both parent and child in this situation parent has not yet developed an understanding of their child's condition and therefore experience confusion and frustration over the issue of why their child seems to be so out of control compared to other children they may know.¹³ So the teachers are most important component of the school that actually nourishes the child with intellectuality and morality it has been notated and proved that various research study that many times teachers are unable to understand emotional aspects with she or he goes through therefore the researchers find the needs to assess and improve the knowledge regarding attention deficit hyperactivity disorder.¹⁴

AIM OF THE STUDY:

To assess the effectiveness of structured teaching programme regarding attention deficit hyper activity disorder on knowledge among primary teachers in selected primary schools.

OBJECTIVES

1. To assess the knowledge of primary school teachers regarding attention deficit hyperactivity disorder.

2. To assess effectiveness of structured teaching program on attention deficit hyperactivity disorder among primary school teachers regarding.

3. To find out association between the pre-test study finding and selected demographic variables.

HYPOTHESIS:

H01: There is no significant difference between pre-test and post-test level of knowledge regarding hyperkinetic disorder. (at p= 0.05)

H02: There is no significant difference between changes in level of knowledge among experimental (at p= 0.05)

Research design: Pre experimental one group pre-test post test Designwas used to achieve the aim of the study.

SUBJECTS AND METHODS:

Research setting:

The study was conducted onPrimary school teachers of selected Primary Schools of selected areas of Pune city.

Subjects:

The subjects of the study include all available Primary school teachers at the beginning of the study which consisted of 30 Primary school teachers.

The period of implementation was 2 months. Implementation of the study passed into three phases (measure 1 assessment phase, implementation phase and measure 2 assessment phase).

Measure 1 Assessment Phase:

Subjects were given Self-reported structured questionnaire to assess demographic data and knowledge regarding Attention Deficit Hyperactivity Disorder.

Implementation Phase:

The structured teaching program aimed at enhancing the Knowledge regarding Attention Deficit Hyperactivity Disorder among Primary School teachers. This structured teaching program has a set of specific objectives for the session. This was achieved through several teaching methods such: lectures interweaved with group discussion, brainstorming, and examples from real life, modelling, getting participants' feedback, providing feedback, assigning homework.

The content of the structured teaching program sessions was as follows:

1. Define attention deficit hyperactivity disorder (hyperkinetic disorder).

2. Enlist characteristics of hyperkinetic disorder.

3. Mention epidemiology of hyperkinetic disorder.

4. Explain the etiology of hyperkinetic disorder.

5. Enumerate risk factors of hyperkinetic disorder.

6. List down the clinical features of hyperkinetic disorder.

7. Mention the types of hyperkinetic disorder.

8. Mention the diagnosis of hyperkinetic disorder.

9. Explain the treatment of hyperkinetic disorder.

10. Mention the general management of child with hyperkinetic disorder.

Measure 2 Assessment Phase:

Evaluation was done using Self- reported structured questionnaire.

An official approval was obtained from the selected primary schools of the city. The questionnaire used in the study was administered by the researchers. The primary schools teachers were briefed about the study, encouraged to participate and motivated to express their experiences. The primary schools teachers give fully informed consent to participate. It was emphasized that all data collected was strictly confidential and the data would be used for scientific purposes only. Data collection for this study was carried out in the period from May 2022 to June 2022.

Statistical analysis:

The data were computerized and verified using the SPSS (statistical package for social science) version 16.0 to perform tabulation and statistical analysis. Qualitative variables were described in frequency and percentages, while quantitative variables were described by mean and standard deviation.

RESULTS:

The data was analysed and presented in the following sections:

Section 1: Distribution of subjects in relation to demographic data.

Section 2: Effectiveness of structured teaching program was analyzed using descriptive statistics.

Section 3: Hypotheses were tested with the help of paired t test and unpaired t test.

Section 4: Association between pre-test study findings and selected demographic variables.

Table 1: Description of Socio demographic data.

S. No	Variable	Frequency	%
1	Age
a	21-30 years	7	11.6666667
b	31-40 years	39	65
c	41-50 years	14	23.3333333
	Total	60	100
2	Education
a	Secondary	3	5
b	Graduation	23	38.33333333
c	Post-Graduation	34	56.66666667
	Total	60	100
3	Years of Experience
a	1-5 years	15	25
b	6-10 years	27	45
c	11-15 years	12	20
d	15 years and above	6	10
	Total	60	100
4	Marital status
A	Unmarried	6	10
b	Widow	2	3.33333333
	Total	60	100
5	Has received any training on ADHD before
a	Yes	12	20
b	No	48	80
	Total	60	100
6	Any previous knowledge about ADHD
a	Yes	17	28.33333333
b	No	43	71.66666667
	Total	60	100

In the present study, highest percentage (65%) of respondents were in the age group of 31 to 40 years. As regard education, more than half of the studied group was were Post Graduated. 87% of respondents were married and 10% of them were Single. According to Years of experience, highest percentage (45%) of respondents had 6-10 years of experience and (25%) of respondents had experience of 1-5 years. (80%) of respondents were not having any training before on ADHD. Highest percentage (72%) of respondents were not having any knowledge about ADHD.

Table 2: Percentage wise distribution according to Pre-test and post-test mean percentage of respondents. (n=30)

Samples

Pre-test

Post-test

Difference in mean %

Mean

Mean %

Mean

Mean %

13.89

4.59

60.39

18.58

3.45

80.78

20.39

Table 3: Frequency and percentage wise distribution of pre-test and post-test knowledge scores of teachers regarding ADHD. (n=30)

S. No	Score	Pre-test		Post-test
S. No	Score	Freq	%	Freq	%
1	Good (11-16)	00	00	00	00
2	Average (6–10)	08	26.67	05	16.66
3	Poor (0–5)	22	73.33	25	83.34

Table (4): Paired t test of pre and post-test knowledge score. (n=30)

S. No

Group p

Mean

t’value

P Value

Level of Significance

Pre-test

13.88

4.59

7.412

<0.0001

Significant

Post-test

18.57

3.45

Table value=2.262 at p = 0.05

Fig.1: Bar diagram showing percentage wise distribution according to Pre-test and post-test mean percentage of respondents.

Comparison of pre-test and post-test shows that post-test mean percentage (80.78) and pre-test mean (60.39) indicates the effectiveness of structured teaching program.

Association between pre-test knowledge score and selected demographic variables Comparison was done by chi square test. A significant association found between pre-test study findings and demographic variables like Education as the level of calculated value of chi square (951.85) is more than table value (5.99) at p=0.05.

DISCUSSION:

Study done on 30 school teachers. There are 20 school teachers are between 31 to 40 years age group (67%),10 school teachers are between 41 to 50 years age group (23.63%).14 primary school teacher are having 6 to 10 years of experience (45%), 7 school teacher are having 1 to 5 years of experience (25%), In study out of 30 primary school teachers 26 married (87%),3 unmarried 10%). Study done on 30 primary school teachers. Comparison of pre-test and post-test shows the effectiveness of structured teaching programme by (20.39%). As the post-test mean (80.78%) shows that the teachers had higher knowledge than the pre-test mean score (60.39%) indicates the effectiveness of structured teaching programme in experimental group.

Hypothesis testing was done by using Paired and unpaired “t” test and chi-square test. Where Paired “t” value of pre and post-test knowledge of teachers regarding ADHD in Experimental group, in experimental group the calculated t value ismore than table value at (p ≤0.05) andat (p=0.01) hence Highly significant difference was found between pre and post-test knowledge score.

While unpaired t’ value of post-test knowledge of teachers regarding ADHD knowledge in Experimental group calculated t value is 7.412 than table value 2.262 at (p=0.05) and 3.250 at (p=0.01) hence Highly significant difference was found between post-test knowledge score of Teachers regarding ADHD knowledge from Experimental group.

Chi-square test applied to find association between pre-test study findings and selected demographic variables. Chi-square values for this test are respectively for Age, year of experience, and for marital status. No significant association found between pre-test study findings and demographic variables like Age, marital status, years of experience as the level as calculated value of chi square (9.27), (2.95), (2.60) is less than table value (12.59), (5.99), (12.59) respectively at p=0.05.

CONCLUSION:

Based upon the study results, it is concluded that implementation of structured teaching program regarding ADHD on knowledge among primary teachers has a positive effect on improving their knowledge.

RECOMMENDATIONS:

From the forgoing conclusion, the following recommendations are suggested:

1. Study shows how Mental Health Professional could play vital role in improving the knowledge regarding ADHD in parents as well as teacher.

2. Extensive research can be carried out be to assess effectiveness of structured teaching program regarding Behavioral disorders on knowledge among primary school teachers.

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Received on 06.02.2023 Modified on 19.06.2023

Int. J. of Advances in Nur. Management. 2023; 11(4):222-226.

DOI: 10.52711/2454-2652.2023.00050