Effectiveness of a Structured Teaching Programme regarding Knowledge on Health Appraisal of School Children among Teachers of selected Government Primary Schools of Davanagere

 

Mr. Prasannakumar D R1, Mr. Rudramuniswamy J M2

1Assistant Professor, JSS College of Nursing, Mysore

2Staff Nurse, CG District Hospital, Davanagere

*Corresponding Author Email: prasanna.spb2@gmail.com

 

ABSTRACT:

In India, about 30% of the total population is comprised of school going children. Thus, school children constitute a vital and substantial segment of population. They are the future citizens and asset for their families and nation. School children are vulnerable segment of the population and they are prone to get specific health problems.

Health appraisal is a major component of school health programme. The role of the school teacher is very important and fundamental in school health services, participation of the teacher in child care is of great value and there is no substitute for this. Thus, the researcher felt the need to conduct the study and evaluate the effectiveness of structured teaching programme for school teachers on health appraisal of school children.

Objectives:

1.     To assess the existing knowledge of school teachers regarding health appraisal of school children through pre-test knowledge scores.

2.     To determine the effectiveness of structured teaching programme on health appraisal of school children as measured by post-test knowledge scores.

3.     To find out the association between pre-test knowledge and selected baseline variables.

Methods: Pre-experimental one group pre-test post-test design was adopted to accomplish the objectives of the study. A sample of 50 school teachers was selected by using purposive sampling technique. Initial knowledge of the teachers on health appraisal was determined by administering structured knowledge questionnaire. A validated STP on health appraisal was given to the teachers and its effectiveness was determined by post-test knowledge score.

Results: Findings of the study revealed that the mean percentage of knowledge in the pre-test was 46.86% (mean: 14.06±3.519) and the mean percentage of post-test was 80.53% (mean: 24.16±2.985). Further effectiveness was tested using paired ‘t’ test. The difference between pre-rest and post-test knowledge scores was found to be significant (t49=17.647, P<0.05).

Conclusion: From the study findings, it is revealed that there was significant increase in the knowledge scores of the school teachers after structured teaching programme. Therefore, it was concluded that planned teaching programme was highly effective in improving the knowledge of school teachers regarding health appraisal of school children.

 

KEY WORDS: Effectiveness; structured teaching programme; knowledge; health appraisal; primary school teachers.

 

 


INTRODUCTION:

Health status of the children of a nation is highly reliable index of the health of its population. Our country committed to achieve an appropriate level of “Health for all” by the year 2000 A.D. The need of the child and our duties towards them become a part of our country 1. The national policy for children adopted in 1974 by the Government of India laid emphasis on areas like child health, child nutrition and welfare of handicapped children. The policy also emphasized that health services for school children should be an integral part of school activities and should include health check-up, immunization, referral services and availability of minimum healthful conditions.2

 

School health programme is an integral and important branch of community health, through which comprehensive care of the health and wellbeing of children throughout the school years is taken care of. The school health service is an economic and powerful means of raising the health of communities4. It is that phase of community health and family health service that promotes the well being of the child and his education for healthful living. School health programmes can be a powerful influence for shaping health behavior of the children5. A school health programme refers to all school activities/procedures that contribute to initiation, understanding, maintenance and improvement of the health of the pupils and school personnel6.

 

School health services refer to the health-care delivery system that is operational within a school. The school health services aim at promoting and maintaining the health of school children so as to give them a good start in life. In addition, the services seek to enable children benefit optimally from their school learning experiences7.

 

NEED FOR THE STUDY:

In India, about 30% of the total population is comprised of school going children. Thus, school children constitute a vital and substantial segment of population5. They are the future citizens and asset for their families and nation. Children in this age group constitute a vital proportion of the population and need special attention. Their health status affects the health status of the community. Frank Falnkar stated that “health is essential to socioeconomic development”. To focus on children’s health is to contribute directly to the socio-economic development. Since the health of the child is the key to health of the adults, which results in health of the nation. School children are exposed to various stressful situations such as school timings, studies, study hours, competitive environment, indifferent behaviors of students, etc. these situations can cause mental health problems, negative attitudes, affect growth and development, disturb appetite and dietary habits resulting in malnutrition, etc. they need care, help and guidance 3.

 

A survey conducted in Hyderabad and Secunderabad reported 40 percent children had Dental disorders, 8 percent Eye defects, 5 percent Anemia, 4.5 percent has sigh of Vit-B deficiency and 4 percent Vit-A deficiency. Indra Bai and Ratan Malika reported that in Tirupathi among the common problems, nutritional disorders and first stand upper respiratory infections were the secondary major are group of deficiencies.

 

 

OBJECTIVES:

1.        To assess the existing knowledge of school teachers regarding health appraisal of school children through pre-test knowledge scores.

2.        To determine the effectiveness of structured teaching programme on health appraisal of school children as measured by post-test knowledge scores.

3.        To find out the association between pre-test knowledge and selected baseline variables.

 

HYPOTHESIS:

H1: the mean post-test knowledge score of the teachers would be significantly higher than their mean pre-test knowledge score.

H2: there would be significant association between the pre-test knowledge scores with selected baseline variables of teachers.

 

METHODOLOGY:

Research Design: The research design selected for study was pre-experimental design with one group pre-test post-test design.

Sampling technique: Convenience sampling technique

Sample: sample size was 50 primary school teachers who teach from 1st standard to 4th standards in selected Government Primary Schools of Davanagere.

 

Variables

Dependent variable: knowledge of primary school teachers on health appraisal of school children.

Independent variable: structured teaching programme on health appraisal of school children.

Demographic variables: age, gender, religion, marital status, educational qualification, teaching experience and source of information regarding health appraisal of school children.

 

Setting

The present study was conducted in 7 Government Primary Schools of Davanagere Taluk and District.

Names of Selected Schools

Samples

Government Primary School, Anaji.

7

Government Primary School, Mellekatte.

8

Government Primary School, Raampura.

8

Government Primary School, Aalurahatti

7

Government Primary School, Elebethur

7

Government Primary School, Kitthur

6

Government Primary School, Hulikatte.

7

Total

50

 

Data collection technique.

Section A- It deals with socio demographic characteristics which include age, gender, religion, marital status, educational qualification, teaching experience and source of information regarding health appraisal of school children.

Section B- Structured knowledge questionnaire was prepared to assess knowledge on health appraisal of school children among primary school teachers.


 

RESULTS:

Section 1: Selected personal variables of the primary school teachers.

TABLE 1: Frequency and percentage distribution of primary school teachers in selected demographic characteristics               n = 50

Demographic Characteristics of samples

Frequency

Percentage

Age

21-30 years

4

8.0

31-40 years

30

60.0

41-50 years

13

26.0

51-60 years

3

6.0

Gender

Male

21

42.0

Female

29

58.0

Religion

Hindu

41

82.0

Muslim

7

14.0

Christian

2

4.0

Marital status

Married

47

94.0

Unmarried

3

6.0

Educational qualification

TCH

44

88.0

B.Ed

3

6.0

C.P.Ed

3

6.0

Teaching Experience

0-5 years

1

2.0

6-10 years

6

12.0

11-15 years

29

58.0

16 years and Above

14

28.0

Source of information

Mass media

24

48.0

No information

26

52.0

 

Section 2: Knowledge of primary school teachers regarding health appraisal of school children.

Table 2: Knowledge level of primary school teachers regarding health appraisal of school children       n = 50

Knowledge

Pre test

Post test

Frequency

%

Frequency

%

Inadequate (Less than 50%)

24

48

0

0

Moderate (51-75%)

26

52

27

54

Adequate (76-100%)

0

0

23

46

Total

50

100

50

100

 

Table 3: Mean, mean % and standard deviation of pre test Knowledge of primary school teachers regarding health appraisal of school children                                                                                                                                 n = 50

Knowledge aspects

Number of Items

Maximum Score obtained

Mean

Mean %

SD

Concept of school health service

4

4

1.92

48

0.778

Meaning and definition

4

4

1.92

48

0.829

Components of health appraisal

22

22

10.02

45.54

2.752

Overall

30

30

14.06

46.86

3.519

 

Table 4: Mean, mean % and standard deviation of post test Knowledge of primary school teachers regarding health appraisal of school children.

Knowledge aspects

Number of Items

Maximum Score obtained

Mean

Mean %

Std. Deviation

Concept of school health service

4

4

3.24

81

0.744

Meaning and definition

4

4

3.24

81

0.894

Components of health appraisal

22

22

17.68

80.36

2.351

Overall

40

40

24.16

80.53

2.985

 

Section 3: comparison of pre-test and post-test knowledge scores of primary school teachers on health appraisal of school children

Table 5: Overall and area-wise comparison of knowledge scores of primary school teachers on health appraisal of school children

Sl. No

Knowledge aspects

Max score

Pre-test

Post-test

Mean difference

t value

Inference

Mean

Mean %

SD

Mean

Mean %

SD

1

Concept of school health service

4

1.92

48

0.778

3.24

81

0.744

1.32

9.753

S

2

Meaning and definition

4

1.92

48

0.829

3.24

81

0.894

1.32

10.219

S

3

Components of health appraisal

22

10.02

45.54

2.752

17.68

80.36

2.351

7.66

15.593

S

Overall knowledge

30

14.06

46.86

3.519

24.16

80.53

2.985

10.10

17.647

S


Section 4: Association between knowledge of primary school teachers on health appraisal of school children with their selected personal variables

The selected personal variables such as age, experience and source of information were having significant association with the knowledge scores of primary school teachers on health appraisal of school children at 0.05 level.

 

Conclusion:

The findings of the study revealed that the primary school teachers had moderate knowledge regarding the health appraisal of school children. Data shows that majority 26 (52%) had moderate knowledge and 24 (48%) had inadequate knowledge regarding health appraisal of school children in the pre-test. It also revealed that the mean post-test knowledge score (24.16) was higher than the mean pre-test knowledge score (14.06).

 

The above findings of the study showed that the structured teaching programme is effective in improving the knowledge of primary school teachers regarding health appraisal of school children.

 

The findings of the study also revealed that the pre test knowledge of primary school teachers regarding health appraisal of school children had significant association with their selected personal variables viz. age, experience and source of information regarding health appraisal of school children.

 

Recommendations:

The following recommendations were made based on the results of the study.

1.        A similar study can be replicated on a larger sample with similar demographical characters.

2.        A similar study can be replicated with a control group using a larger population of the community.

3.        A comparative study can be conducted on urban and rural school teachers.

4.        A comparative study can be conducted on government and private school teachers.

5.        A study on knowledge, attitude and practices of school teachers regarding health appraisal of school children can be carried out.

6.        A study can be conducted by observing the actual practices of health appraisal of school children by teachers.

7.        Studies can be conducted on other aspects of school health programme.

8.        A follow-up study can be conducted to determine the effectiveness of teaching programme.

 

Reference:

1.        Rao Baskar T. A text book of community medicine. 1st ed. Hyderabad: Paras medical Publishers; 2004.

2.        Mahajan BK, Gupta MP. A text book preventive and social & medicine. 2nd ed. New Delhi: Jaypee Publication; 1998.

3.        Gulani KK. Community health nursing principles and practices. 1st ed.  New Delhi:  Kumar Publishing House; 2008.

4.        Swaminathan S. School of good health. Health Action 2001 Jun; 14(6).

5.        Basavanthappa BT. Text book of community health nursing. 1st ed. New Delhi: Jaypee Brothers Medical Publishers (p) Ltd; 2003.

6.        Trained Nurses Association of India. Community health nursing manual. 3rd ed. New Delhi: TNAI; 2005.

7.        The state education department. Student health appraisals guidelines. New York: The University of the State of New York, Bureau of School Health Education and services. 1992.

 

 

Received on 22.06.2014          Modified on 25.07.2014

Accepted on 05.08.2014          © A&V Publication all right reserved

Asian J. Nur. Edu. and Research 4(4): Oct.- Dec., 2014; Page 443-446