A Pre-experimental Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge regarding Behavioral Problems of Children among Teachers in Selected Primary Schools of Sri Ganganagar, Rajasthan

Abstract

Introduction : Each child is a unique person, a person whose future affected for better or worse by the influences that mould his or her life during the early years. Children can be lovable one minute, and thoroughly disagreeable the next. They can be the source of immense joy but the cause of the much frustration and irritation, they can make enormous demands on their parents but equally they can give you unconditional love and an immeasurable sense of importance. Materials & Methods : - The Pre experimental one group pre-test and post-test design was used Data was collected from primary school teachers age between 20-60 years from selected school sampled through simple convenient sampling technique Questionnaire and socio demographic methods are used Result :- In the present study the pretest, almost all 47 (78.33%) had inadequate knowledge regarding selected behavioural problems of primary school children, 11 (18.33%) had Moderately Adequate Knowledge regarding selected behavioural problems of primary school children, and 02 (03.33%) had Adequate Knowledge regarding selected behavioural problems of primary school children, whereas in the post test after imparting structured teaching programme majority 54 (90.00%) had adequate knowledge and 06 (10.00%) had moderately adequate knowledge regarding selected behavioural problems of primary school children among primary school teachers. In this study pre-test, the mean score of knowledge was 13.62 with S.D 4.29 and S.E. 0.55 whereas in the post test the mean score of knowledge was 33.73 with S. D 3.01 and S.E. 0.38. The mean difference score was 20.11. The calculated paired 't' value of t = 27.40 was found to be statistically significant at P < 2.0000 level. This clearly shows that the structured teaching programme on knowledge regarding selected behavioural problems of primary school children among primary school teachers had significant improvement in their level of knowledge in the post test. Demographic variables had shown statistically Not significant association with pre-test level of knowledge regarding selected behavioural problems of primary school children among primary school teachers. Conclusion : -The present study shows that majority 54 (90.00%) of primary school teachers had adequate knowledge and 6 (10.00%) of primary school teachers had moderately adequate knowledge. This shows that the structured teaching programme on selected behavioural problems of primary school children was effective.