Effectiveness of Structured Teaching Programme on Knowledge and Attitude of Primary School Teachers Regarding Attention Deficit Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder is a common childhood disorder affecting approximately 5% of primary school-going children. The disorder is characterized by severe difficulties in one or more of three areas; inattention, impulsivity, and hyperactivity. Considering that, primary school teachers are often the first to notice behavioral difficulties in children, it is surprising that relatively little research has been undertaken with teachers.

The present study was conducted to find out the "effectiveness of structured teaching programme on knowledge and attitude of primary school teachers regarding Attention Deficit Hyperactivity Disorder in selected schools at Mangalore.

The objectives of the study were:

1. To assess the level of pre-intervention knowledge of primary school teachers regarding Attention Deficit Hyperactivity Disorder.

2. To assess the attitude of primary school teachers regarding Attention Deficit Hyperactivity Disorder.

3. To identify the relationship between knowledge and attitude of primary school teachers regarding Attention Deficit Hyperactivity Disorder.

4. To evaluate the effectiveness of structured teaching programme administered for primary school teachers regarding Attention Deficit Hyperactivity Disorder.

5. To find the association between pre-intervention knowledge about Attention Deficit Hyperactivity Disorder among primary school teachers with the selected variables.

Method: An evaluatory approach with one group pre-test , post-test design was used for the study. The sample consisted of 60 primary school teachers, selected by convenient sampling method. Data was collected by administering structured knowledge and attitude questionnaire on Attention Deficit Hyperactivity Disorder prepared by the investigator. After collecting base line data, structured teaching programme was given to the subjects and on 7th day post-test was conducted using the same questionnaire was used for collecting the baseline data. The collected data was analyzed by using descriptive and inferential statistics ('t' test).

Results: The result showed the significant difference suggesting that the STP was effective in increasing the knowledge and attitude of the teachers (t = 14.34, t= 7.57). The mean post-test knowledge and attitude scores (X₂ = 43.17, X₂ = 52.72) higher than the mean pre-test knowledge and attitude scores (X₁ =30.40, X₁= 44.52). There was no association between the pre-test knowledge and attitude scores with the selected demographic variables like age (X₂ = 0.061, 0.126), sex (X₂ = 0.755, 0.876), education of teachers (X₂ = 0.448, 0.119), teaching experience (X₂ = 0.136, 0.259) and articles read on ADHD (X₂ = 0.941, 0.650). There was a significant positive correlation between knowledge and attitude r = 0.227 at 0.05 level of significance.

Interpretation and conclusion: Findings of the study showed that the knowledge and attitude of the teachers was not satisfactory (X₁ =30.40, X₁= 44.52) before the introduction of the structured teaching programme. The STP helped them to learn more about Attention Deficit Hyperactivity Disorder. The post-test knowledge score showed the significant increase in knowledge and attitude of teachers. Hence the structured teaching programme is an effective strategy for providing information and improving the knowledge of subjects. Educating the teachers would help them to handle the Attention Deficit Hyperactivity Disorder problems by supporting them as a counsellor as well as a parent.