International Journal of Pediatric Nursing

EFFECTIVENESS OF VIDEO ASSISTED TEACHING PROGRAM ON KNOWLEDGE REGARDING LEARNING DISABILITIES IN CHILDREN AMONG SCHOOL TEACHERS AT SELECTED GOVERNMENT SCHOOL, NILGIRIS DISTRICT

Thenmozhi P, Haseena S

Learning Disabilities, Teaching Program.

To evaluate the effectiveness of video assisted teaching program on knowledge regarding learning disabilities in children among school teachers. quantitative study, A preexperimental one group pretest and posttest research study design were used. 40 samples were selected from the school by using convenient sampling techniques based on the criteria. self-administered questionnaire and identification of learning disability rating scale was used. After the pretest, the video assisted structured teaching program was given to the school teachers. after the intervention post test was conducted. descriptive and inferential statistical analysis was used to analyze the data. Results: The study findings using the selfadministered questionnaire, shows that during the pretest majority of the teachers 20(50%) had inadequate knowledge ,18(45%) had moderate knowledge and 2(5%) had adequate knowledge. The posttest values revealed that majority of samples 37(92.5%) had adequate knowledge,3 (7.5%) had moderate knowledge. The findings using the rating scale revealed that during pretest majority of samples 24(60%) had inadequate knowledge, 16(40%) had moderate knowledge After intervention during posttest 32(80%) had adequate knowledge and 8 (20%) had moderate knowledge, It was inferred that the level of know of the samples was improve after the intervention. The mean pre-test score was 10, and the mean post-test score was 24.65. The mean difference of 14.65 was a true difference; the standard deviation of the pretest score and posttest knowledge score is 3.47. The calculated paired 't' value of 18.306 is significant at the 0 05 level and is greater than the table value of 3.551. The findings using the rating scale revealed that the mean pre-test score was 31.77 and the mean post-test score was 80.97. The mean difference of 49.20 was a true difference; the standard deviation of the pretest score is 11.91, and the posttest knowledge score is 10.71The calculated paired 't' value of 20.607 is significant at the 0.05 level and is greater than the table value of t-3.551. Hence, the hypothesis was accepted. that the level of knowledge regarding the identification of learning disabilities in children among school was improved after the intervention. It was observed that demographic variables such as age (21.103) and gender (6.1 Il) were significantly associated. It was observed that the demographic variable nature of employment (122=5.293) had a statistically significant association with the pretest level of knowledge on the identification of learning disabilities rating scale in children among school teachers at the p<0.05 level, respectively.