A Study to Assess the Effectiveness of Video Assisted Teaching Programme on Knowledge Regarding Parenting Styles and its Influence on Development of Children among Parents of Pre-schoolers at Selected Schools in Mysore

Abstract

Parenting styles are collections of parental attitudes, practices, and expressions that qualify the nature of parent-child relationships. It affects the psychological and social functioning of the children. Temperament, educational achievement, culture, and socioeconomic status also affect parenting style. The root cause of developmental problems that arise in children is connected to parenting styles. This study deals with different parenting styles and their influence on the development of children. Methodology: Pre-experimental one-group pre-test post-test design was used to assess the effectiveness of a video-assisted teaching program (VATP) on knowledge regarding parenting styles and their influence on the development of children among parents of pre-schoolers at selected schools in Mysuru. Given the nature of the problem and to accomplish the study's objectives, a video-assisted teaching program was prepared to focus on knowledge regarding parenting styles and their influence on the development of children among parents of pre-schoolers. An organized information survey was arranged and utilized to evaluate the adequacy of the video-helped education program. The instrument's unwavering quality (R=0.95) was tried, and legitimacy was guaranteed in a meeting with guides and specialists in insights, pediatrics, and nursing. The study was conducted in Shanthala Vidya Peeta School at Mysuru using a non-probability convenient sampling technique; 60 parents of pre-schoolers were selected. A structured knowledge questionnaire was administered to collect the needed data. Data was analyzed by using descriptive and inferential statistics. Result: About 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, significant at a 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., a significant difference exists between the mean pre-test and mean post-test knowledge scores. Interpretation and Conclusion: This paper uncovered that the VATP on information concerning child-rearing styles and its impact on the improvement of children among guardians of pre-schoolers was effective.