A Study to Evaluate the Effectiveness of a Planned Teaching Programme in Improving School Teachers' Knowledge About the Impact of Attention Deficit Hyperactivity Disorder (ADHD) on Children’s Social Skills at Selected Schools in the City

Abstract

Background: Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder of childhood characterized by inattention, hyperactivity, and impulsivity. It may affect children’s social skills and overall functioning. Teachers play an important role in identifying behavioural difficulties and supporting children with ADHD. Therefore, improving teachers’ knowledge regarding ADHD and its impact on children’s social skills is essential.

Objectives: To assess the effectiveness of a planned teaching programme on school teachers’ knowledge regarding the effect of attention deficit hyperactivity disorder on children’s social skills. To assess the pre-test and post-test knowledge of school teachers regarding ADHD and its effect on children’s social skills.

Materials and Method: A quantitative approach with a pre-experimental one-group pre-test and post-test design was used. A total of 75 school teachers were selected using a non-probability convenience sampling technique. Data were collected using a structured knowledge questionnaire before and after the Planned Teaching Programme. The data were analysed using descriptive and inferential statistics.

Results: The mean pre-test knowledge score was 8.92 ± 1.985, whereas the mean post-test knowledge score was 20.07 ± 2.440. The mean difference was 11.15, and the difference was statistically significant (paired t = 36.298, p = 0.0001). In the post-test, 78.7% of teachers had very good knowledge, 20% had good knowledge, and 1.3% had excellent knowledge.

Conclusion: The planned teaching programme was effective in improving school teachers’ knowledge regarding the effect of ADHD on children’s social skills. The findings highlight the importance of providing structured educational programmes to enhance teachers’ knowledge and understanding of ADHD and its impact on children’s social skills.