Effect of Video based Teaching on Knowledge and Attitude regarding ADHD of Children among Primary School Teachers

Abstract

Background: Attention deficit hyperactivity disorder (ADHD) is the most pervasive disorder of childhood affecting about 3% to 5%. Early identification and intervention of this problem are very important to address issues at early age. Materials and method: Quantitative approach and quasi experimental non equivalent control group pretest-posttest design was used. Total 100 primary school teachers (54 in experimental group and 46 in comparison group) were recruited by convenience sampling technique. Tools in the study were selected variables, structured knowledge questionnaire and structured attitude scale. Results: Mean post-test knowledge score (t= 5.24, p=0.00) and mean posttest attitude score (t=4.10, p=0.00) was higher than mean pretest knowledge and attitude score in experimental group. There was a weak positive correlation (r=0.282) in experimental and a moderate positive correlation (r=0.406) in comparison group. There was no significant association of knowledge except gender (p=0.03) and teaching experience (p=0.04) in experimental group and except religion (p=0.03) in comparison group. There was no significant association of attitude in experimental group and except age (p=0.03) in comparison group. Regression shows teaching experience having predictability, R= 30.10% (0.301) on knowledge and qualification having predictability on attitude, R= 34.20% (0.342) in experimental group. In comparison group, number of children having predictability, R= 32.70% (0.327) on attitude. It was concluded that Video based teaching was effective to improve the knowledge and attitude regarding ADHD of children.