Aron Christy, X (2010) Effectiveness of Self Instructional Module on Learning Disabilities in terms of Knowledge and Practice among Primary School Teachers, Dharapuram. Masters thesis, Bishop’s College of Nursing, Dharapuram.
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Abstract
The study was done to assess the effectiveness of self instructional module on learning disabilities in terms of knowledge and practice among primary school teachers. The research design used for the study was pre experimental design. The research approach used for the study was evaluative approach. The study was conducted at Dharapuram. The conceptual frame work was based on Alabwign Von Bertlanffy model (1968). A sample of 100 primary school teachers, who met inclusion criteria were selected. Purposive sampling technique was used for sampling. The tool used to assess the knowledge and practice of primary school teachers on learning disabilities, consisted three parts. PART I - Demographic variables, PART II - Self administered knowledge questionnaire, PART III- Self administered rating scale on practice. The investigator gave brief introduction and pretest was conducted on the 1st day. On the same day self instructional module was given. On 7th day post test was conducted. The major findings of the study are summarized as follows: • Highest percentage of primary school teachers (45%) were in the age group of 25-30yrs. • Majority of the primary school teachers were females (90%). • Most of the primary school teachers were (61%) married. • Highest percentage of primary school teachers (50%) were having less than 5 yrs of experience. • Around half of the primary school teachers were (51%) Hindus. • In pretest most of the teachers (59%) had inadequate knowledge and 41% of teachers had moderately adequate knowledge where as in posttest most of the teachers (79%) had adequate knowledge and 21% of teachers had moderately adequate knowledge. • In pretest most of the teachers (61%) had moderately adequate practice and 39% of teachers had inadequate practice where as in posttest most of the teachers (78%) had adequate practice and 22% of teachers had moderately adequate practice. • Highly significant differences were found between pretest and posttest knowledge and practice scores. (p < 0.05). • Positive correlation was found between posttest and practice scores of primary school teachers. • There was no association between knowledge scores and the selected demographic variables of primary school teachers. • There was no association between practice scores and the selected demographic variables of primary school teachers. CONCLUSION: Based on the findings, the following conclusion was drawn. The existing knowledge of primary school teachers on learning disabilities was inadequate and moderately adequate. The existing practice of primary school teachers on learning disabilities was inadequate and moderately adequate. The self instructional module was significantly effective to improve the knowledge (‘t’ value=28.75) and practice (‘t’ value=27.7) level of primary school teachers regarding. There was no association between knowledge and practice scores with their selected demographic variables of the primary school teachers.
| Item Type: | Thesis (Masters) |
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| Uncontrolled Keywords: | Effectiveness, Self Instructional Module, Learning Disabilities, Knowledge, Practice, Primary School Teachers, Dharapuram. |
| Subjects: | NURSING > Psychiatric Nursing |
| Depositing User: | Subramani R |
| Date Deposited: | 29 Aug 2020 15:52 |
| Last Modified: | 29 Aug 2020 16:02 |
| URI: | http://repository-tnmgrmu.ac.in/id/eprint/13060 |
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