An Experimental Study to Evaluate the Effectiveness of the Self-Instructional Module in Terms of Knowledge Regarding Learning Disabilities in Children Among the Teachers at Selected Schools of Patna

Abstract

Background: Every youngster is capable of learning and has the right to do so. They learn in different ways, at different rates, and with varying capacities and desires to learn. They can overcome learning impairments if we can give them with a safe atmosphere and make an effort to assist them. The term "learning disability" describes a collection of impairments in speaking, listening, reading, writing, and math. According to statistics, 13–14% of youngsters in India are thought to have learning difficulties. According to a recent scenario, 3 million school-age children with learning difficulties receive special education services. Unfortunately, some schools fail to provide these kids the care they need, and as a result, they continue to be failures.
Materials and Methods: The research conducted in quantitative approach with a one group pre test and post test design.”
A convenience sampling technique was employed to select participants from the target population. The final sample comprised 30 teachers who met the predetermined inclusion criteria. Data were collected using a self-structured knowledge questionnaire consisting of two parts: Part A included socio-demographic variables, and Part B comprised 20 multiple-choice questions assessing knowledge related to learning disabilities. The maximum possible score was 20, and the minimum score was 0. The reliability of the tool was established using the Pearson correlation coefficient method, yielding a reliability value of r = 0.8, indicating good reliability.

Results: The research findings shows that the mean pre-test score percentage is 41.16% and mean post-test percentage is 66.83%. Mean post-test knowledge score (13.27) was higher than the mean pre-test knowledge score (8.27). The findings also reveal that the post-test knowledge score were more homogeneous (SD 2.258) than the pre-test knowledge score (SD 2.49). The increase in knowledge score is only due to the intervention given.
Conclusion: According to the findings, a structural instructional module enhances the knowledge regarding learning disabilities among school teachers in selected schools of Patna. The best place to provide information regarding learning disabilities among teachers are schools and play schools. All the teachers of any age group should know about the learning disabilities and motivate their colleagues, friends and surrounding people regarding the early identification, sign and symptoms and diagnosis of learning disabilities. In this research, the knowledge score is assessed before and after the intervention that is by giving structural instructional module to the school teachers.