A study to assess the effectiveness of structured teaching programme (STP) on the knowledge among teachers regarding “Identification and management of behavioural problem in children” (IMBP) in a selected primary schools at Dehradun Uttarakhand

Abstract

Introduction: School children are emerging as creative persons who are preparing for their future role in society. It's the time of new achievement and craze of new experiences in their life. So the parents must understand the normal behavior of the child. Each Child needs and preferences should be respected by their parents. Children spend much time in school as well as at home, therefore teachers and parents are responsible to detect any child which is deviated from the normal behavior and needs concern. Objectives: The objectives of the study were to evaluate the effectiveness of structured teaching programme on knowledge regarding IMBP in primary school children among teachers and to find out the association between the knowledge score of primary school teachers and selected demographic variable. Methodology and results: Quasi experimental one group pre-test post-test design was conducted in selected primary schools of Doiwala, Uttarakhand. The study was confined to sixty six primary school teachers who fulfilled inclusion criteria. Pre-test was taken with the help of structured knowledge questionnaire and administered STP on IMBP using posters, PPT and charts. Post test was conducted after 7 days of intervention using same questionnaire. The study shows that in pre test mean knowledge score was 23.9 and in post test it was 38.51 and 't' calculated value is 27.58 which is more than the tabulated value of 2.00 at 0.05 level of significance. Conclusion: The findings of the study revealed that there was significant gain in knowledge score of primary school teachers after STP. So the study concluded that structured teaching programme had a great potential for accelerating the awareness regarding behavioural problems.

Effectiveness of an Information, Education, and Communication Package on Compliance to Glaucoma Medication among Caregivers of Childhood Glaucoma

“…[8] The high mean score in the present study may be due to the frequency of eye drop administration and some awareness regarding the same. [9] Our study also showed a 28.26% increase in caregiver's post-test practice mean score 18.08 ± 1.12 from the pre-test score 11.5 ± 1.91, with a mean score difference of 6.58 ± 1.72. Ekata et al reported a mean post-test practice score on day 1 as 10.40 ± 1.95, day 2 as 11.80 ± 1.95, and day 3 as 10.76 ± 2.26 which was significantly higher than mean pretest scores on day 1 (7.00), day 2 (6.66), and day 3 (8.76) regarding knowledge and practice of post-operative care among parents of children with cleft lip and cleft palate.…”