A Study to Assess the Effectiveness of Self Educational Module on Faculty’s Knowledge and Skill in Handling Freshman Adjustment Problems and Coping Strategies in Selected Colleges at Bangalore North

Abstract

A study to assess the effectiveness of Self-Educational Module on faculties Knowledge and Skill in handling Freshman adjustment problems and coping strategies in selected colleges at Bangalore North was undertaken by Ms.Chaitra.B.C in partial fulfillment of the requirement for the Degree of Master of Science in Nursing under the Rajiv Gandhi University of Health Sciences, Bangalore. The research approach adopted for this study is evaluative approach. The research design adopted for the study was per- experimental single group (O1XO2) design was applied. The non-probability purposive sampling was used to select the sample for the study. The sample consists of the 60 faculties who are teaching UG students in selected colleges at Bangalore north, Karnataka. The instrument used for the data collection was self-administered questionnaire and observation checklist. Paired t-test analysis used to test the per-test and post-test score of knowledge. The paired‘t’ value of knowledge was 21.33 which is significant at 5% level and the paired ‘t’ value of skill was 24.77 which is significant at 5% level showed that there is significant increase in the knowledge and skill of faculties after the administration of Self Educational Module. The Percentage Mean difference was 8.23 and 5.18 for knowledge and skills respectively. The faculties post-test Mean knowledge is 15.12 with Standard deviation of 2 and the correlation between post-test knowledge and skill score is +0.684 which is significant at 5% level. The total effectiveness of Self Educational Module on faculties’ knowledge and skill in handling freshman adjustment problems and coping strategies shows a mean increase of 8.14 in knowledge and 5.18 in skills among faculties with mean percentages increase of 41.2% in knowledge and 25.9% from pre-test to post test. The findings of the study recommended the further interventional approaches regarding the faculties’ knowledge in handling freshman adjustment problems and coping strategies. Self-learning and Mass education regarding the faculties’ knowledge in handling freshman adjustment problems and coping strategies creates awareness. The present study proved the self-educational module was effective among the faculties who are teaching UG students to increase knowledge and skill in handling freshman adjustment problems and coping strategies.