Effectiveness of Structured Teaching Programme on Selected Common Behavioural Problems of Children

Garg, Sandeep; Pandya, Arpan; H.N, Ravindra

doi:10.9790/1959-03610812

Cited by 2 publications

(2 citation statements)

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“…Another study done in Punjab[ 14 ] reported similar results as our study and found an association between socio-demographic factors like age, education of the teachers, and teaching experience to have a significant association with knowledge regarding LDs. In contrast, another study done in India[ 15 ] found no association between socio-demographic factors and knowledge of LDs. This can be due to the differences in the study population and criteria used to determine the knowledge regarding LDs.…”

Section: Discussionmentioning

confidence: 83%

Knowledge of schoolteachers on learning disabilities in urban Vellore - A cross-sectional study

Jebakumar,

Marconi,

Kattula

et al. 2023

Journal of Family Medicine and Primary Care

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Background: Specific learning disability (SLD) is a cognitive neurobiological disorder caused by atypical brain functioning. SLD is recognized when the individual’s achievement in school is below that expected for age, schooling, and level of intelligence. Screening millions of students with SLD by health personnel is a logistical impossibility. Awareness and knowledge about learning disorders among schoolteachers may play a major role in the early identification and management of children with these disorders. Therefore, the assessment of teachers’ knowledge and perceptions about learning disabilities (LDs) is relevant. Method: A school-based cross-sectional study was conducted among teachers in government/government-aided and private schools in Vellore, India. The participants were selected by a simple random sampling method. There was a total of 80 teachers included in the study. Data capture was done using a questionnaire. A Chi-square test was done to test the association and the odds ratio test helped determine the strength of the association. A P-value of <0.05 was considered to be statistically significant. Results: The majority of the teachers (70%) had adequate general knowledge regarding LDs. When analyzed separately, 82.5% of government/aided teachers and only 57.5% of teachers were having adequate general knowledge regarding LDs. There was a significant association between the type of school and general knowledge regarding LDs. Government/aided teachers had better general knowledge regarding LDs and dyslexia than private teachers. Conclusions: Among 80 teachers, 70% (56) of them had adequate general knowledge regarding LDs. When analyzed separately, 82.5% (33) of government/aided teachers and only 57.5% (23) teachers were having adequate general knowledge regarding LDs. The government/aided schoolteachers had significantly higher levels of knowledge in most domains of the general knowledge section as compared to private schoolteachers. If teachers are having adequate knowledge regarding LDs, it will significantly increase the chances of children with LDs getting detected early and undergoing the treatment they require. Teacher education programs and workshops are needed to be conducted at regular intervals to improve the knowledge regarding SLDs among teachers.

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Section: Discussionmentioning

confidence: 83%

Knowledge of schoolteachers on learning disabilities in urban Vellore - A cross-sectional study

Jebakumar,

Marconi,

Kattula

et al. 2023

Journal of Family Medicine and Primary Care

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“…A study conducted by Daijiworld Mangalore (Garg, Pandya, & Ravindra, 2014) revealed that many behavioral disorders seen among children in the recent times is Attention Deficiency or Hyperactivity disorders. All the participants were given the health education regarding behavioral problems of children.…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of Health Education on Knowledge and Practice of Food Hygiene Among Women in Rural Community of Pakistan

2019

JHMN

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Introduction: Behavioral problems became the common problems in preschoolers and often cause disruption for the parents. Behavioral problems are the most common problems during childhood but sometimes children get rid of these problems. The common behavioral problems are tantrums, power struggle, whining, swearing etc. The behavior of preschooler children is reflected by parenting style by which they brought up their children. The structured teaching programme is much effective to improve the knowledge of mothers regarding behavioral problems of preschoolers. Methods: A Quasi-experimental study with pre/post-intervention phases using the quantitative method of data collection conducted among mothers in rural community, Lahore, to determine the effectiveness of health education regarding behavioral problems of preschoolers. The sample size was 60 by using convenient sampling technique. SPSS version 21 statistical software was used for data analysis and a 95% confidence interval was used in this study with a P ≤ 0.05 considered statistically significant. Results: Results showed that the total mean of knowledge before intervention was 13.06 but after intervention, the total mean of knowledge was 22.54. The structured teaching programme has increased the knowledge of mothers regarding behavioral problems of prescoolers. Conclusions: This study has demonstrated the structured teaching programme in community is much effective to improve the knowledge of mothers regarding behavioral problems of preschoolers. The mean knowledge score on behavioral problems increased significantly after the teaching sessions.

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Effectiveness of Structured Teaching Programme on Selected Common Behavioural Problems of Children

Cited by 2 publications

References 3 publications

Knowledge of schoolteachers on learning disabilities in urban Vellore - A cross-sectional study

Knowledge of schoolteachers on learning disabilities in urban Vellore - A cross-sectional study

Effectiveness of Health Education on Knowledge and Practice of Food Hygiene Among Women in Rural Community of Pakistan

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