Effectiveness of Video Assisted Teaching Programme on Knowledge Regarding Parenting Styles and Its Influence on Development of Children among Parents of Preschoolers

Abstract

Aims & Objectives The goal of the research study is to assess the effectiveness of video-assisted teaching programmes on knowledge regarding parenting styles and their influence on the development of children among parents of preschoolers. Methods Pre-experimental one-group pre-test post-test design was used to assess the effectiveness of a video-assisted teaching programme(VATP) on knowledge regarding parenting styles and their influence on the development of children among parents of preschoolers at selected schools in Mysuru. A structured knowledge questionnaire was prepared and used to assess the effectiveness of the video-assisted teaching programme. The reliability (R=0.95) of the tool was tested and validity was ensured in consultation with guides and experts in the field of statistics, paediatrics and nursing. The study was carried out in Shanthala Vidya Peeta School at Mysuru by Non-probability convenient sampling technique, 60 parents of preschoolers were selected. A structured knowledge questionnaire was administered to collect the needed data. Data were analysed by using descriptive and inferential statistics. Result Concerning the knowledge assessment, the mean pre-test score was 11.5 and the post-test score was 19.2. The mean difference between the pre-test score and the post-test score was 7.7. The computed Paired't' value was 13.8 and it was significant at the 5% level. This showed that VATP on knowledge regarding parenting styles and their influence on the development of children was effective. Therefore the research hypothesis (H1) is accepted, i.e. there is a significant difference between the mean pre-test and mean post-test knowledge score. Interpretation and conclusion This study revealed that the VATP on knowledge regarding parenting styles and its influence on the development of children among parents of preschoolers was effective.