Introduction: Dyslexia is the majority of a widespread
learning disability in children. It's additionally referred to as a receptive
language-based incapacity includes symptoms like an issue in mixing sounds into
creating words, issue in tally syllables in words, the issue with naming
syllables in words, an issue with naming words, poor writing system, and a
habit of omitting and adding words or letters, whereas, writing and reading at
the later ages. A dyslexic individual additionally has issues in memorizing,
reading aloud, summarizing a story, and learning a far-off language. Most
people are a unit of the opinion that each dyslexic reader moves letters around
once they area unit reading.
The role of Associate in nursing perceptive teacher in
operating with a baby with a learning disorder is important, and their
perception plays a vital role in learning for a baby United Nations agency has
learning disordered. Lecturers’ area unit within the frontline and at the
forefront of education that may facilitate a dyslexic kid attain. Comprehend a
dyslexic beginner in a very cluster of scholars involve begin firm modify in a
plan to create straightforward the educational method and create the learner
feel safe and comfy. Our lecturers ought to create them responsive to the very
fact that learning disorder could be a serious learning issue that unremarkable
exists, however, is with success addressed and diminished.
It is vital for future lecturers to own smart information
and a positive perspective towards learning disorder, this might solve the
matter of complications and alternative issues associated with dyslexic kids
facing within the schoolroom and society. The structured teaching programme
also will be provided in evidence-based observation with smart psychological
support among dyslexic kids.
Problem Statement: To evaluate the effectiveness of
Structured Teaching Programme on Knowledge and Attitude regarding Dyslexia
among Primary School Teachers in Aurangabad City.
Objectives:
1.
To assess the existing knowledge score regarding
dyslexia among primary school teachers.
2.
To assess the existing attitude score regarding
dyslexia among primary school teachers.
3.
To correlate the knowledge and attitude among
primary school teachers before the administration of structured teaching
programme regarding dyslexia.
4.
To evaluate the effectiveness of structured
teaching programme on knowledge and attitude regarding dyslexia among primary
school teachers.
5.
To find-out the association between post-test
knowledge score with their selected demographic variables.
6.
To find-out the association between post-test
attitude score with their selected demographic variables.
Hypothesis:
·
H01-There is no significant difference between
mean pre-test and post-test knowledge score of primary school teachers.
·
H1- There is a significant difference between
mean pre-test and post-test knowledge score of primary school teachers.
·
H02- There is no significant difference between mean
pre-test and post-test attitude score of primary school teachers.
·
H2- There is a significant difference between
mean pre-test and post-test attitude score of primary school teachers.
·
H03- There is no significant correlation between
knowledge and attitude of primary school teachers before the administration of
a structured teaching programme.
·
H3- There is a significant correlation between
knowledge and attitude of primary school teachers before the administration of
a structured teaching programme.
·
H04- There is no significant association between
post-test knowledge score with their selected demographic variables of primary
school teachers.
·
H4- There is a significant association between
post-test knowledge score with their selected demographic variables.
·
H05- There is no significant association between
post-test attitude score with their selected demographic variables.
·
H5- There is a significant association between
post-test attitude score with their selected demographic variables.
Results: The data gathered was analyzed and interpreted
according to the objectives. Descriptive statistics were used. Mean percentage
and standard deviation with the graphical representation of data were done.
Inferential statistics were used at 0.05 levels of significance.
Socio-Demographic Data: In concern with age, 60(24%) of the
teachers had age 26-30 years, 110(44%) of them had age 31-35 years and 80(32%)
of them had age above 36 years. There were no teachers from the age group of
20-25. In regards to gender, 120(48%) of them were males and130 (52%) of them
were females. In concern with Professional qualification, 60(24%) of them were
TTC, 100(40%) of them had B.Ed. And 90(36%) of them had M.Ed. There were no
teachers have an additional degree. In regard with years of experience, 20(8%)
of them had up to five years of experience, 60(24%) of them had 6 to 10 years
of experience, 100(40%) of them had 11 to 15 years of experience and 70(28%) of
them had above 15 years of experience. In concern with teaching time with
students per day 30(12%) of them were teaching for up to 2 hours per day,
80(32%) of them were teaching for up to 4 hours and 140(56%) of them were
teaching for up to 6 hours per day. There were no teachers have above 6 hours
of teaching time with students. In concern with the number of students in the
class, the majority of 130(52%) of them had 21-25 students in the class.
120(48%) of them had 26-30 students in class and none of them had below 20 and
above 31 students in the class. In consider with nature of employment, 175(70%)
of them were temporary and 75 (30%) of them were permanent. In regard to with
previous experience with a dyslexic child, 170(68%) of them had no previous
experience with dyslexic child 80(32%) of them had previous experience with
dyslexic child. In considering with teachers undergone any short term training
on a dyslexia, 170(68%) of them had never undergone any short term training on
dyslexia and 80(32%) of them had attended in short term training and whereas
58(72.5%) participated in short term training, 22(27.5%) attended seminar, and
none of them had take part in any workshop and conference on dyslexia. In
regard with any committee regularly discussing about dyslexia, there were 130
(52%) teachers in the schools where have no committee regularly discussing
about dyslexia and 120(48%) teachers in the schools where committee regularly
discussing about dyslexia, and whereas 77(64%) had special educators and
43(36%) had mobile trainers to regularly discussing about dyslexia.
Objective I: To assess the existing knowledge regarding
dyslexia in Primary School Teachers.
In the pre-test, the majority of 150(60%) of the primary
school teachers had poor knowledge (score 0-10), 70(28%) of them had average
knowledge (score 11-20) and 30(12%) of them had good knowledge (score 21-30)
regarding dyslexia.
Objective II: To assess the existing Attitude regarding
dyslexia in Primary School Teachers
In consider with pre-test, 220(88%) of the primary school
teachers had a negative attitude (score 20-50) and 30(12%) of them had a
positive attitude (Score 51-80) towards dyslexia.
Objective III: To correlate the knowledge and attitude of
primary school teachers before the administration of the Structured Teaching
Programme
Pearson’s correlation coefficient was used to assess the
correlation between knowledge and attitude of primary school teachers regarding
dyslexia. Pearson’s correlation coefficient was 0.14 which is positive. It
indicates that there is a positive correlation between knowledge and attitude
of primary teachers. The strength of this positive correlation was tested using
the t-test for the significance of the correlation coefficient. The t-value for
this test is 2.22 with 248 degrees of freedom. The corresponding p-value was
small (less than 0.05). It is evident that there is a significant positive
correlation between knowledge and attitude of primary teachers regarding
dyslexia. More the knowledge better is the attitude of primary teachers towards
dyslexia.
Objective IV: To evaluate the Effectiveness of Structured
Teaching Programme on Knowledge and attitude regarding Dyslexia
In concern with knowledge pre-test, 150(60%) of the primary
school teachers had poor knowledge (score 0-10), 70(28%) of them had average
knowledge (score 11-20) and 30(12%) of them had good knowledge (score 21-30)
regarding dyslexia, whereas. in the post-test, 30(12%) of the primary school
teachers had poor knowledge (score 0-10), 80(32%) of them had average knowledge
(score 11-20) and 140(56%) of them had good knowledge (score 21-30) regarding
dyslexia. This indicates that the knowledge among primary school teachers
regarding dyslexia improved remarkably after the structured teaching programme.
A paired t-test was used to calculate the effect of STP on awareness of
elementary school instructors regarding dyslexia. The average knowledge score
in the pre-test was 11.1 whereas in the post-test score was 20.7. The t-value
for this test was 21.8 with 249 degrees of freedom. It is evident that
structured teaching is significantly effective in improving the knowledge
regarding dyslexia among the primary school teachers.
In regard to attitude the pre-test, 220(88%) of the primary
school teachers had a negative attitude (score 20-50) and 30(12%) of them had a
positive attitude (Score 51-80) towards dyslexia. In the post-test, 110(44%) of
the primary school teachers had a negative attitude (score 20-50) and 140(56%)
of them had a positive attitude (Score 51-80) towards dyslexia. This indicates
that the attitude of the primary school teachers towards dyslexia improved
remarkably after a structured teaching program.
The paired t-test was used to evaluate the outcome of STP on
awareness of graded school tutors regarding dyslexia. The average knowledge
score in the pre-test was 44.5 which increased to 52.1 in the post-test. The
t-value for this test was 15.5 with 249 degrees of freedom. It is evident that
structured teaching is significantly effective in improving the attitude
towards dyslexia among primary school teachers.
Objective V: To find-out the association between Post-test
knowledge score with their selected demographic variables.
Among 10 demographic variables, 9 demographic variables were
found to be significant (at 0.05 levels). According to calculated X2 value of
age(X2 = 52.6),professional qualification(X2 =43.2), years of experience(X2
=111.1), teaching time with students per day(X2 =35.5), number of students in
the class(X2 =10.8), nature of employment(X2 =15.4), previous experience with
dyslexic child(X2 =23.5), any additional training on dyslexia(X2 =23.5), and do
you have any committee regularly discussing about dyslexia(X2 =10.8)were found
to have significant association with the knowledge regarding dyslexia among
primary school teacher except gender(X2 =5.8).
Objective VI: To find-out the association between Post-test
attitude score with selected demographic variables.
Among 10 demographic variables, 4 demographic variables were
found to be having significant association (at 0.05 levels). According to
calculated X2 value of gender (X2 =32.3), professional qualification (X2
=47.5), years of experience (X2 =28.9), and teaching time with students per day
(X2 =11.3) were fvattitude of primary school teachers towards dyslexia. Whereas
age in years (X2 =2.3),number of students in the class (X2 =0.3), nature of
employment (X2 =0.2), previous experience with dyslexic child (X2 =1.6), have
you undergone any additional training on dyslexia (X2 =1.6)and do you have any
committee regularly discussing dyslexia (X2 =0.3) had no significant association
between post-test attitude score with selected demographic variables.
Conclusion: The findings revealed that
Structured Teaching Programme was highly effective in increasing knowledge and
having positive attitude regarding Dyslexia among Primary School teachers in
Aurangabad City.
Author(s) Details:
Donit John,
Department
of Mental Health Nursing (Psychiatry), Aurangabad College of Nursing, India.
Pratibha
Arun Chandekar,
Vitthalrao Vikhe Patil Foundation's College of
Nursing, Ahmednagar, India.
