Author(s): Liji R Kurian, Anaswara Shaji, Anitta Maria Alex, Sr. Rini V B, Sheeba Mariam Chacko, Sunitha P George

Email(s): Email ID Not Available

DOI: 10.52711/2349-2988.2022.00004   

Address: Liji R Kurian1, Anaswara Shaji2, Anitta Maria Alex2, Sr. Rini V B2, Sheeba Mariam Chacko2, Sunitha P George2
1Lecturer, Dept. of Obstetrics and Gynaecological Nursing, Caritas College of Nursing, Kottayam, Kerala.
2Second Year Post Basic B.Sc. Nursing Students, Caritas College of Nursing, Kottayam, Kerala.
*Corresponding Author

Published In:   Volume - 14,      Issue - 1,     Year - 2022


ABSTRACT:
The present study was conducted to assess the knowledge regarding ADHD among primary school teachers in selected schools, Kottayam. The objectives of the study were to assess the knowledge regarding attention deficit hyperactivity disorder (ADHD) among primary school teachers and to find the association between knowledge of primary school teachers regarding ADHD and selected demographic variables. Convenience sampling technique was used to select 30 samples from the three primary schools of Kottayam district. The tools for data collection included semi structured questionnaire for collecting demographic data and a self- administered standardized questionnaire to assess knowledge regarding ADHD among primary school teachers. Pilot study was conducted to assess the feasibility of the study and followed by which data collection was analyzed using descriptive and inferential statistics. The result showed that among 30 subjects 6(20%) had poor level of knowledge, 24 (80%) had average level of knowledge and none of them had good level of knowledge regarding attention deficit hyperactivity disorder. The study findings revealed that there is significant association between level of knowledge of primary school teachers and selected demographic variables such as gender, type of job, and any special training in child psychology. Result indicated that teachers’ greatest area of knowledge dealt with general information of ADHD. Teachers had lower scores related to identifying the symptoms and diagnosis and knowledge of treatments for the disorder. In conclusion, teachers in Kottayam district needed training on identifying symptoms and diagnosis and treatment of ADHD. The study recommended that In-service training courses to teachers about attention deficit hyperactivity disorder enhance teachers, parents and community awareness about attention deficit hyperactivity disorder through mass media.


Cite this article:
Liji R Kurian, Anaswara Shaji, Anitta Maria Alex, Sr. Rini V B, Sheeba Mariam Chacko, Sunitha P George. A Descriptive Study to Assess the Knowledge on Attention Deficit Hyperactivity Disorder (ADHD) among primary school teachers in selected schools, Kottayam. Research Journal of Science and Technology. 2022; 14(1):30-6. doi: 10.52711/2349-2988.2022.00004

Cite(Electronic):
Liji R Kurian, Anaswara Shaji, Anitta Maria Alex, Sr. Rini V B, Sheeba Mariam Chacko, Sunitha P George. A Descriptive Study to Assess the Knowledge on Attention Deficit Hyperactivity Disorder (ADHD) among primary school teachers in selected schools, Kottayam. Research Journal of Science and Technology. 2022; 14(1):30-6. doi: 10.52711/2349-2988.2022.00004   Available on: https://rjstonline.com/AbstractView.aspx?PID=2022-14-1-4


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3.    Biederman J. Attention-deficit/hyperactivity disorder: a selective overview. Biological psychiatry. 2005 Jun 1;57(11):1215-20.
4.    Kelkay AD, Mola S. The status of teachers’ motivation and process of quality education: The case of primary school teachers, Ethiopia. Global Journal of Guidance and Counseling in Schools: Current Perspectives. 2020 Apr 30;10(1):01-11.
5.    Catherine TG, Robert NG, Mala KK, Kanniammal C, Arullapan J. Assessment of prevalence of attention deficit hyperactivity disorder among schoolchildren in selected schools. Indian journal of psychiatry. 2019 May;61(3):232.
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