Efficacy of Video-Assisted Teaching on Learning Needs of Children And Literacy of Attention Deficit Hyperactivity Disorder Among Teacher Trainees in South India

Main Article Content

Bincy Joseph
Dushad Ram

Abstract

Context: Traditional teaching approaches prove to be a viable alternative to video-assisted learning. Teachers are
under-informed about the illness and learning needs of children with mental disorders, notably attention deficit
hyperactivity disorder.
Aim: This study aimed to examine how effectively video-assisted teaching meets the learning needs and literacy
of attention deficit hyperactivity disorder among teacher trainees in South India.
Settings and Design: Institution-based longitudinal study.
Material and Methods: Before and one week after video-assisted teaching about ADHD, 30 randomly selected
trainee teachers were examined using questionnaires on ADHD literacy and learning need.
Statistical Analysis Used: descriptive statistics, ANOVA, and paired-samples t-test.
Results: On paired-samples t-test, there was a statistically significant difference in the score of ADHD literacy [t
(29) = -18.46, p =.001] and learning needs [t (29) = -32.66, p =.001] pre and post scores.
Conclusions: Using video-assisted teaching improves ADHD literacy and the learning needs of children.

Article Details

How to Cite
Bincy Joseph, & Dushad Ram. (2022). Efficacy of Video-Assisted Teaching on Learning Needs of Children And Literacy of Attention Deficit Hyperactivity Disorder Among Teacher Trainees in South India. International Journal of Nursing Education, 14(4), 20–25. https://doi.org/10.37506/ijone.v14i4.18677
Section
Articles
Author Biographies

Bincy Joseph

In-charge, Nursing school, Kunkuri, Chhattisgarh, India

Dushad Ram

Associate Professor, Department of Medicine (Psychiatry), College of Medicine, Shaqra University, Shaqra, KSA.