A Study to Evaluate the Effectiveness of Self-Instructional Module Regarding Learning Disabilities of Primary School Children among Primary School Teachers in Selected Schools at Coimbatore

Mrs. Nisha. S, Dr. N. Kokilavani, Dr. Raja Shankar, Mr. Ashok Stastician

Adhiparasakthi College of Nursing, Melmaruvathur

*Corresponding Author Email: nishasadanandam@yahoo.co.in

ABSTRACT:

BACKGROUND OF THE STUDY: Children represent the future, and ensuring their healthy growth and development ought to be a prime concern of all societies. They are in a continuous process of growth and development. Any alteration in its course leads to developmental disorders of learning. The learning disability plays a significant role as a silent handicap among children. It is estimated that 4-5% of students in school have learning disability. As there are no specific test to identify children with learning disability, health professionals have to rely mainly on teacher’s report for its diagnosis. Previous studies have proved that teacher’s towards such children have great influence towards their recovery. OBJECTIVES OF THE STUDY: To assess the pre test and post test knowledge of experimental and control group of teachers regarding learning disabilities.

1. To compare the pre test and post test knowledge of experimental and control group of teachers regarding learning disabilities.

2. To compare the post test knowledge of experimental and control group of teacher regarding learning disabilities.

3. To find out significant association between knowledge of experimental and control group of primary school teachers and selected demographic variables regarding learning disabilities. METHODOLOGY: The research design adopted for this study was quasi experimental design and research approach adopted for this was to evaluative the educative approach. The sample size was 60 teachers. In this, 30 teachers were selected for experimental group and 30 for control group by purposive sampling method. Teachers were selected in selected schools at Coimbatore. Data was collected by using structured questionnaire, this consists of two sections. Section I on Demographic variables and Section II on Questionnaire regarding knowledge. RESULTS: The finding of the experimental group of teacher’s pre test knowledge and mean score was 16.6 (41.50%) and level of knowledge was inadequate. In post test knowledge score was 33.3 (83.25%). Now the level of knowledge was adequate in experimental group. Similarly in the control group pre test knowledge mean score was 17.2 (43.00%) and post test knowledge mean score was 19.1 (47.75%). In the comparison of experimental group and control group. In the pre test there is no significance difference between the experimental and control group but after self instruction module it is observed significant difference between experimental and control group. Teachers gained knowledge above 41.75% more knowledge on learning disabilities after administration of self instruction module. This 41.75% of knowledge gain is the net benefit of this study which indicates the effectiveness of self instructional module learning disabilities in experimental group than control groups. The student independent‘t’ test and chi square shows there was significant association between post test knowledge score and selected demographic variables in experimental group like age and experience of teachers than control group. CONCLUSION: The findings of the study showed that a paediatric nurse conducted training programme regarding learning disabilities among the primary school teachers. The study revealed theta the level of knowledge regarding learning disability was low among school teachers in control group and concluded that need for providing knowledge on learning disability is an important strategy to utilize teachers as effective contributors towards child health services.

KEYWORDS: Learning Disability, Knowledge, School teachers, Disability children.

INTRODUCTION:

Children spend most part of their working hours in school with teachers who play an important role in moulding their future. A teacher is responsible to integrate all round development of a child. Like a gardener, they provide all suitable conditions for students best growth. According to Mahatma Gandhi, “Education means an all round drawing out of the best in child and men – body, mind and spirit”. Only an efficient and an understanding teacher can identify the capacities, strength and weakness to innate in each student.¹

Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.

According to National Institute of Health “Learning Disability is a disorder that affects people’s ability to either interpret what they see and hear or to link information from different part of the brain. Such difficulties extend to school work and can impede learning to read, write or do math”. The 4^th version of Diagnostic and Statistical Manual (DSM-IV) refers these disabilities as learning disorders rather than academic skills disorders and mentioned under the section called “disorders first diagnosed in infancy, childhood or adolescence.²

It is in this context, the importance of a teacher become vital in safeguarding and promoting the mental health of children and early identification of deviations from normal. The school is one of the most organized and powerful systems in the society which presents opportunity to work through it and to influence the health and wellbeing of those who come in contact with it.³

Today students were forced to follow the same syllabus irrespective of their difference in the capacity to learn. Students who were weak in their scholastic behind their poor performance. Without knowing that poor performance can be a brain disorder, teachers were ill-treating them, which in turn further reduced their confidence. Similarly no attempt was made to identify and faster their capabilities in other fields. Hence, it is important to understand the knowledge and attitude of teachers towards the child’s disabilities.

MATERIAL AND METHODS:

Objectives of the study:

1. To assess the pre-test and post test knowledge of experimental and control group of teachers regarding learning disabilities.

2. To compare the pre-test and post test knowledge of experimental and control group of teachers regarding learning disabilities.

3. To compare the post-test knowledge of experimental and control group of teacher regarding learning disabilities.

4. To find out significant association between knowledge of experimental and control group of primary school teachers and selected demographic variables regarding learning disabilities.

HYPOTHESIS:

H1- There is significant difference between the pre-test and post-test knowledge of experimental group.

H2- There is significant relationship between the pre-test and post-test knowledge of control group.

H3- There is significant difference between the post-test knowledge of experimental group and control group of primary school teachers.

H4- There is significant association between the knowledge of school teachers regarding learning Disabilities and selected demographic variables

ASSUMPTION:

1. School teachers possess very limited knowledge on learning disability among children.

2. Self- instructional module will create awareness regarding learning disabilities among primary school teachers.

Quasi - experimental research design was used for assessing effectiveness of SIM for primary school teachers (1std-5 std) regarding learning disabilities. Selected Primary school teachers of who met the inclusion criteria were selected. The conceptual model used for the present study is Sister Callista Roy’s Adaptation theory. Purposive sampling technique was used in the data collection of samples

The sample is used for the study 60 (sixty) teachers out of that.30 teachers for experimental group and 30 teachers for control group. Structured questionnaire for knowledge assessment was used as the research tool. The tool was organized into 2 sections. Section I & Section II. Section I- Demographic data consists of 8 items seeking information about age, gender, marital status, educational qualification, years of experience, child psychology in the curriculum, in service education and experience in teaching children with learning disability. Section II – Consists of 40 questions related to meaning, incidences, causes clinical features, diagnosis and management of a child with learning disability. Each question has one correct answer that carries one mark and wrong answer carries 0 mark. Each correct response from the respondent carried one score and each wrong response carries zero score. The maximum possible score was 40 and the minimum score is zero. ⁴

Validity and reliability of the tool was assessed. Formal permissions were obtained from the concerned authorities to conduct the study. After the pilot study main study was conducted. The investigator established good rapport with the teachers who had participated in the study at selected schools .The information pertaining to demographic data was collected. Tool was distributed to teachers to assess the knowledge of primary school teachers in pre-test score. Self Instructional Module was administered after the pre-test to all the teachers of the experimental group. All the teachers took an active participation in the program. The post-test knowledge was assessed after 7 days of administering self - instructional module to the teachers of experimental group. The collected data was summarized and tabulated by utilizing descriptive statistics .⁵

RESULTS:

Demographic variables

In age of teachers, the results of experimental group shows that 33.3% of samples are in the age group of 26-31 years and 32-37 years, 16% are in the age group of 20-25 years and above 40 years, Similarly in control group 43.3% of samples are in the age group of 26-31 years, 30% are in the age group 20-25 years, 16.7% are in the age group of 32-37 years and 10% are in the age group of above 40 years. Thus, it can be interpreted that highest percentage was in the age group of 26-31 years.

In gender of teachers in experimental group are 33.3% was the male teachers, 66.7% was the female teachers, similarly in control group 13.3% of was the male, 86.7% was the females teachers. It shows highest percentage is the female teachers. In educational qualification of the primary school teachers, in experimental group 80.01 teachers had teachers training certificate, 16.7% of Teachers had B.Ed., 3.3% of M.Ed., similarly, in control group 60.0% of teachers had teacher-training programme and 36.7% had B.Ed., 3.3% of teachers had M.Ed. Highest percentage is teachers who had undergone teacher- training course.

The educational qualification of the primary school teachers, in experimental group 80.01 teachers had teachers training certificate, 16.7% of Teachers had B.Ed., 3.3% of M.Ed., similarly, in control group 60.0% of teachers had teacher-training programme and 36.7% had B.Ed., 3.3% of teachers had M.Ed. Highest percentage is teachers who had undergone teacher- training course.

Experience of teachers in experimental group was 23.3% of the teachers are 1-5 years, 46.7% of the teachers had 5-10 years of experience and 30.0% of the teachers are above 10 years of experience, control group shows 50.0% of teachers are 1-5 years of experience, 23.3% of teachers are 5-10 years of experience, 26.7% of teachers are above 10years of experience. It shows that most of the teachers are 1-5 years and 5-10 years of experience.

Majority of school teachers are 23 (76.7%) in experimental group, 20 (66.7%) in control group were married, 7 (23.3%) in experimental group, 10 (33.3%) in control group were unmarried.

Child psychology in curriculum results is experimental group 70.0% had child psychology in curriculum and remaining 30.0% teachers not had child psychology in curriculum. In control group, 53.3% of them had psychology in curriculum and remaining 46.7% of teachers not had child psychology in curriculum. It shows most of teachers had child psychology in their curriculum.

In service education in experimental group is 63.3% of teachers attended in service education and 36.7% of teachers not attended in service education. In control group 40.0% of teachers attended in service education, 60.0% of teachers not attended in service education. This show 50% of teaches attended in service education.

Experience in teaching children with learning disability is experimental group 46.7% had experience, 53.3% had no experience. In control group, 63.3% of teachers had experience and 36.7% of teachers had no experience in learning disability.

To assess the pre-test and post test knowledge of experimental and control group of teachers regarding learning disabilities

The level of knowledge regarding learning disability in experimental group. During pre-test was inadequate knowledge was 26 (86.77%) of subjects moderately adequate knowledge was 4 (13.3%) of subjects, No adequate knowledge was 0 (0%) whereas, during the post-test the level of knowledge adequate 24 (80%) of subjects and moderately adequate knowledge 6 (20.00%) of subject and inadequate knowledge 0 (0.0%) after the self-instructional module.

The level of knowledge in control group during pre-test inadequate knowledge among 26 (86.7%) of subjects, moderately adequate knowledge among 4 (13.3%) of subjects, adequate knowledge was 0 (0.0%). In post-test the level of knowledge score was inadequate knowledge among 25 (83.3%) of subjects, moderately adequate knowledge among 5 (16.7%), adequate knowledge was 0 (0.0%) in control group of primary school teachers knowledge inadequate.

To compare the pre-test and post test knowledge of experimental and control group of teachers regarding learning disabilities.

Based on the above objective of the study, to assess the knowledge regarding learning disability in relation to findings of the pre-test study a significant increase in the post knowledge score after the administration of self-instructional module.

The comparison of pre-test and post-test knowledge score in experimental group in pre-test mean score and standard deviation was 16.6±3.03 respectively and post-test mean score and standard deviation was 33.3±2.01. The P value was 22.61 and P=0.001, in these primary school teachers have improved their knowledge from 16.62 to 33.3 on learning disabilities.

The comparison of pre-test and post-test knowledge score was in control group in this pre-test mean score and standard deviation was 17.23±2.06 and post-test mean score and standard deviation was 19.13±2.11 and t=1.93, P=0.06 in this the primary school teachers lightly improved their knowledge.

To compare the post-test knowledge of experimental and control group of teacher regarding learning disabilities.

The comparison of experimental and control group knowledge score and in pre-test there is no significant difference between experimental and control group. But, after self- instructional module it is observed significance difference between experimental and control group.

The pre-test knowledge score was 41.50% and post-test knowledge score was 83.25%. The teachers gain 41.75% more knowledge on learning disabilities after the administration of self -instructional module. This 41.75% of knowledge gain is the net benefit of this study, which indicates the effectiveness of self- instructional module.

		Pretest	Post test	% of Difference	Net Benefit
Knowledge	Experiment	41.50%	83.25%	41.75%	41.75%

To find out significant association between knowledge of experimental and control of primary school teachers and selected demographic variables regarding learning disabilities:

(i) Association between pre-test level of knowledge and their demographic variables (experimental):

The association between socio demographic variables and the pre-test level of knowledge score among experimental group of teachers and none of the demographic variables are significantly associated with their knowledge score.

(ii) Association between the pre-test level of knowledge and their demographic variables (Control group):

The association between socio demographic variables and the pre-test and post-test level of knowledge among the control of teachers. None of the demographic variables is significantly associated with their knowledge score.

CONCLUSION:

The study revealed that the level of knowledge regarding learning disability was low among school teachers in control group. They concluded that need for providing knowledge on learning disability is an important strategy to utilize teachers as effective contributors towards child health services. Self - instructional module on learning disabilities was very effective to promote the teachers knowledge.

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