Effectiveness of self instructional module on knowledge of teachers regarding childhood attention deficit hyperactivity disorder

Abstract

Background: Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral disorder in childhood which teachers have to face in regular schools. Early referral and effective management will help to prevent further complications in the adulthood. The aim of this study was to determine the effectiveness of self instructional module regarding childhood ADHD among school teachers. Method: Pre experimental (one group pre-test post-test) design was adopted for the study. Using convenient sampling technique fifty primary school teachers were selected. Data was collected using structured knowledge questionnaire on childhood ADHD. Results: The result showed that mean knowledge score of post test (22.44) was higher than the pre-test score (10.42) and the calculated value (t =24.36) computed between pre-test and post-test was statistically significant (p<0.05). Conclusion: The self instructional module was effective in improving the knowledge of teachers regarding childhood ADHD.