A DESCRIPTIVE NON EXPERIMENTAL STUDY TO ASSESS THE

EFFECTIVENESS OF VIDEO ASSISTED TEACHING PROGRAME ON

KNOWLEDGE REGARDING EARLY IDENTIFICATION AND
MANAGEMNT OF ATTENTION DEFICIT HYPERACTIVITY
DISORDER AMONG SCHOOL TEACHERS OF SELECTED SCHOOLS IN
THE YEAR 2024

DISSERTATION SUBMITTED IN PARTIAL FULFILMENT

OF THE REQUIREMENT FOR THE DEGREE OF
MASTER OF SCIENCE
IN
MENTAL HEALTH NURSING
BY
NEHA RATHORE

UNDER THE GUIDANCE OF

MS RUPALI SEWARIK
ASSOCIATE PROFESSOR
MENATL HEALTH NURSING DEPARTMENT

KANYAKUBJ NURSING COLLEGE, INDORE (M.P.)

MADHYA PRADESH MEDICAL SCIENCE UNIVERSITY, JABALPUR
2023
 CERTIFICATE OF THE GUIDE

This is to certify that the dissertation entitled “A DESCRIPTIVE NON

EXPERIMENTAL STUDY TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED
TEACHING PROGRAME ON KNOWLEDGE REGARDING EARLY
IDENTIFICATION AND MANAGEMNT OF ATTENTION DEFICIT
HYPERACTIVITY DISORDER AMONG SCHOOL TEACHERS OF SELECTED
SCHOOLS,INDORE IN THE YEAR 2024.” is a bonafide research work done by
MS.NEHA RATHORE in partial fulfillment of the requirement for the Degree of
Master of Science in Nursing

Guide Co Guide
Ms.Rupali Sewarik Ms. Reena Birla

Associate Professor Assistant Professor

Kanyakubj Nursing College Kanyakubj Nursing College

Indore (M.P.) Indore (M.P.)

Date-
Place –Indore (M.P.)
Roll number-
Examiner -

Internal Examiner External Examiner

 ENDORSEMENT BY THE PRINCIPAL

This is to certify that the dissertation entitled “A DESCRIPTIVE NON

EXPERIMENTAL STUDY TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED
TEACHING PROGRAME ON KNOWLEDGE REGARDING EARLY
IDENTIFICATION AND MANAGEMNT OF ATTENTION DEFICIT
HYPERACTIVITY DISORDER AMONG SCHOOL TEACHERS OF SELECTED
SCHOOLS,INDORE IN THE YEAR 2024 .” is a bonafide research work done by
MS.NEHA RATHORE under the guidance of Ms. RUPALI SEWARIK Associate
Professor Department of Mental Health Nursing

Date – Principal

Place -Indore (M.P.) (Prof.) Mrs. Asha Kadam

Kanyakubj Nursing College

Indore (M.P.)

MADHYA PRADESH MEDICAL SCIENCE UNIVERSITY,

JABALPUR, MADHYA PRADESH

 DECLARATION BY THE CANDIDATE

I hereby declare that this dissertation is entitled “A DESCRIPTIVE NON

EXPERIMENTAL STUDY TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED
TEACHING PROGRAME ON KNOWLEDGE REGARDING EARLY
IDENTIFICATION AND MANAGEMNT OF ATTENTION DEFICIT
HYPERACTIVITY DISORDER AMONG SCHOOL TEACHERS OF SELECTED
SCHOOLS,INDORE IN THE YEAR 2024 is bonafide and genuine research work
carried out by me under the guidance of Ms. RUPALI SEWARIK Associate
Professor, Kanyakubj Nursing College Indore (M.P.)

Date – Ms. Neha Rathore

Place - M.Sc Nursing Final Year

Mental Health Nursing

Indore (M.P.)
 COPYRIGHT

DECLARATION BY THE CANDIDATE

I hereby declare that Madhya Pradesh Medical Science University, Jabalpur shall
have the rights to preserve, use & disseminate this dissertation/thesis in dot or
electric format for the academic/research purpose.

Ms. Neha Rathore

M.Sc Nursing Final Year
Mental Health Nursing
Kanyakubj Nursing College
Indore (M.P.)
 ACKNOWLEDGEMENT

“At times our own light goes out and is rekindled by a spark from another Person. Each of us
has cause to think with deep gratitude of those who have lighted the flame within us”.
[Albert Schweitzer}

With immense joy and gratitude, I raise my heart in praise and best moment to God Almighty
for his manifold grace and blessings showered on me all through this study. I wish I could
mention everyone who willingly helped me to complete this dissertation. It would be
impossible for me to specify wonderful ways of their valuable contribution throughout my
study and I am obliged to mention them.

Firstly, I convey my sincere thanks to Prof. Mrs. Asha Kadam, Principal, Kanyakubj Nursing
College,Indore for constant support, encouragement, in providing necessary requisitions with
during the entire period of the study
Those energy, intellect, love and support inspired me throughout and made my study possible. The
investigator expresses his sincere gratitude to his mentor for her untiring effort, valuable suggestions,
constant encouragement inspiring and illuminating guidance to make the work a successful learning
experience. She has made sincere efforts in molding the investigator‘s raw thinking by providing
valuable suggestions; innovative ideas making this project a successful creative work.

I express my sincere thanks and appreciation to My Guide Ms. Rupali Sewarik, Associate Professor,
Department of Mental Health Nursing, Kanyakubj College of Nursing, Indore for her opinions,
thoughts, guidance and timely help.

I express my heart felt thanks to My Co-Guide Assistant prof. Reena Birla for her critical guidance,
constant encouragement, suggestions and support for the completion of the study. I express my sincere
thanks and appreciation to my Class Coordination for her opinions, thoughts, guidance and timely help.

I extend my sincere thanks to entire teaching faculty of Kanyakubj College of Nursing especially, Ms.
Shikha Sharma , Mrs. Jyoti Nishad , Ms.Jagrati Oswal ,Mrs.Shatabdi Bhattacharya, Mr.Ajay Chaurasiya
,Ms.Sapna Baghel, ms. Sheetal bhati, Ms.kavita bhadulkar, Ms. Nandini mathe , Mr. Kuldeep Kaushal
for their guidance and valuable suggestion throughout the research work.

I extend my sincere thanks to all the experts who gave me firm opinions and validated the tools. Their
valuable suggestions made this study an easy resolution.

I am obliged to all selected school teachers who gave their valuable time and co-operation. I extend my
sincere thanks and acknowledgement for making my study possible.

I thank librarian Mrs. Deepti vyas and other office staff members of Kanyakubj College of Nursing,
Indore for their timely help and rendered for this study.

I sincerely thank, my parents, my mentor, my idol, my strength and all my beloved ones for their
constant love, support in many ways from distance.
I would also like to extend my warmest thanks to all my seniors who always encouraged and helped me
throughout this enterprise. Thanking those who are very close to heart is something which is very
difficult.

My heartfelt gratitude to PG classmate for their endless support, cooperation and positive interaction
with all through the study.

Finally, last not the least my grateful thanks to everyone who helped, supported & encouraged me
throughout this enterprise.

With graceful heart!!!

Ms.Neha Rathore

M.Sc. Nursing Final year,

Mental Health Nursing

Kanyakubj College of Nursing,

Indore (M.P)
 ABSTRACT
INTRODUCTION
Attention Deficit Hyperactivity Disorder (ADHD) is a common neuro developmental disorder that affects
children’s behavior, attention and learning capabilities. Early identification and management are crucial
for improving outcomes for affected children. Teachers are often the first to notice signs of
ADHD ,making it essential for them to be well informed about the disorder. This study investigates the
effectiveness of a video –assisted teaching program in enhancing teachers knowledge about ADHD.

STATEMENT OF THE PROBLEM

“A DESCRIPTIVE NON EXPERIMENTAL STUDY TO ASSESS THE EFFECTIVENESS OF
VIDEO ASSISTED TEACHING PROGRAME ON KNOWLEDGE REGARDING EARLY
IDENTIFICATION AND MANAGEMNT OF ATTENTION DEFICIT HYPERACTIVITY
DISORDER AMONG SCHOOL TEACHERS OF SELECTED SCHOOLS ,INDORE IN THE
YEAR 2024“

OBJECTIVE OF THE STUDY

To provide knowledge regarding early identification and management of ADHD among primary
school teachers in selected schools of Indore

To assess the pre test level of knowledge regarding early identification and management of ADHD
among primary school teachers in selected schools of Indore.

To assess the post test level of knowledge regarding early identification and management of
ADHD among primary school teachers in selected schools of Indore.

To find out the association between level of knowledge regarding early identification and
management of ADHD among primary school teacher and selected socio demographic variables

To evaluate the effectiveness of structured video assisted teaching program on knowledge

regarding ADHD among primary school teachers

RESEARCH METHODOLOGY
Study design: Descriptive non experimental study with only post test design
Sample:- A total of 100 school teachers from selected schools will be recruited

Instruments:- A structured questionnaire will be developed to assess knowledge regarding

ADHD .The video –assisted teaching program will include educational content on ADHD
symptoms, identification ,strategies and management techniques.

Data collection : Data will be collected after the video assisted teaching program

Statistical analysis; inferential statistics

Results : the expected outcomes is an increase in the knowledge scores of teachers regarding
ADHD after the video –assisted teaching program. Statistical analysis will be conducted to
determine the significance of the change in knowledge level.

Conclusion
This study aims to demonstrate video assisted teaching programs can significantly improve
teachers knowledge regarding the early identification and management of ADHD ,ultimately
benefiting student with the disorder.
 TABLE OF CONTENTS

CHAPTER NO. LIST OF CONTENTS PAGE

NO.
I INTRODUCTION

1.1 Background of the study

1.2 Need for the study
1.3 Statement of the problem 1.4 Objectives
1.5 Hypothesis
1.6 Assumption
1.7 Operational Definition
1.8 Delimitation
1.9 Ethical and legal aspect of the study
1.10 Conceptual framework
1.11 Plan of the report
1.12 Summary

II REVIEW OF LITERATURE

III RESEARCH METHODOLOGY

3.1 Research Approach

3.2 Research design
3.3 Variables under study
3.4 The setting
3.5 The population
3.6 The sample
3.7 Sampling technique
3.8 Sample size
3.9 Development of description of tools
3.10 Validation of the tool
3.11 Reliability of the tools 3.12 Pilot study
3.13 Procedures for data collection
3.14 Plan for data analysis
3.15 Summary
IV DATA ANALYSIS AND INTERPRETATION

4.1 Frequency and percentage distribution of

selected sample characteristics.
4.2 Comparison of the pre-test score and post –
test knowledge score among samples.
4.3 Effectiveness of Planned Teaching Program
me
4.4 Association between pre and post test
knowledge score with selected demographic
variables.
4.5 Summary
V DISCUSSION, SUMMARY, CONCLUSIONS,
RECOMMENDATIONS, IMPLICATIONS &
LIMITATIONS
5.1 Discussion
5.2 Conclusions
5.3 Implications
5.4 Limitations
5.5 Recommendations
5.6 Summary
VI BIBLIOGRAPHY

VII APPENDICES
 LIST OF TABLES

S,NO, TITLE PAGE

NO,
 LIST OF FIGURES
FIGURE NO. TITLE PAGE NO.
 LIST OF ANNEXURES
S.NO. ANNEXURES PAGE NO.

I Letter requesting for permission to conduct the Pilot Study

II Letter requesting for permission to conduct the Main Study

III Letter requesting opinions and suggestion of expert to Ensure

Content Validity

IV Certification of Content Validity

V List of Validators

VI letter Requesting Consent of the Participant (English)

VII Tools
Section-A (Socio-demographic Variable)
Section-B (Self-structured knowledge questionnaire

VIII Answer Key

IX Evaluation Criteria for Validity of Tools

X Blue print of tools

XI Planned Teaching Programe

XII Statistical formulas

XIII Master Sheet

 LIST OF ABBREVIATION

%- Percentage

B.Sc - Bachelor of Science

Df - Degree of Freedom

e.g. – Example

F– Frequency

Fig - Figure R

H1 – Hypotheses

RH - Research Hypotheses

M.Sc - Master of Science

N- Sample size

No - Number

NS - Not Significant

S– Significant

S.No. - Serial Number

SD - Standard Deviation

X2- Chi square

ADHD attention deficit disorder

 CHAPTER -1
INTRODUCTION
 CHAPTER-I
INTRODUCTION-

ADHD is a developmental disorder characterized by an ongoing pattern of one or more of the

following types of symptoms: Inattention, such as having difficulty paying attention, keeping on
task, or staying organized Hyperactivity, such as often moving around (including during
inappropriate times), feeling restless, or talking excessively Impulsivity, such as interrupting,
intruding on others, or having trouble waiting one’s turn. It is common for people to show
these behaviors some of the time. However, for people with ADHD, the behaviors are frequent
and occur across multiple situations, such as at school, at home, at work, or with family and
friends. ADHD is one of the most common disorders diagnosed in children. Symptoms begin in
childhood and usually continue into the teen years and adulthood. ADHD often co-occurs with other
disorders and conditions, such as conduct problems, learning disorders, sleep problems, anxiety,
or depression, which can make the conditions harder to diagnose and treat.

1.1 BACKGROUND OF THE STUDY

Every kid has the intellectual ability to understand and experience the emotional and physical
state of others and have the abilities that might help to reduce discomfort of others. The well-
being, safety, motor and cognitive development of today’s children will determine the quality
of tomorrow’s world, and perhaps even its survival.

For many people with ADHD, symptoms cause problems in daily life. Symptoms can make it
hard to get things done; interfere with school, work, or other activities; and strain social
relationships. Children with ADHD are at increased risk for injuries, social problems, family
stress, and poor grades. Teens and adults with ADHD are more likely to engage in risky
behaviors, such as substance use and unsafe sexual activity affecting its development,
trajectory and outcome. Here, we discuss why and how the recent genetic findings on ADHD
may shape our understanding of its definition, diagnosis, treatment and prevention.

ADHD symptoms may change as a person gets older.

 Children show hyperactivity and impulsivity as the most common symptoms. As academic and
social demands increase, symptoms of inattention often become more prominent and begin to
interfere with academic performance and peer relationships.
 Adolescents usually show less hyperactivity and may appear as restless or fidgeting. Symptoms
of inattention and impulsivity typically continue and may cause academic, organizational, or
 relationship challenges. Teens with ADHD are more likely to engage in impulsive, risky
behaviors, such as substance use and unsafe sexual activity.
 Adults, including older adults, can show inattention, restlessness, and impulsivity, although, in
some people, those symptoms become less severe and less impairing. They may also be
irritable, have a low tolerance for frustration and stress, or experience frequent or intense
mood changes.

Researchers are not sure what causes ADHD, although many studies suggest that genes play a
large role. Like many other disorders, ADHD probably results from a combination of factors.

Based on their specific symptoms, a person can be diagnosed with one of three types of
ADHD:

 Inattentive: Mostly symptoms of inattention but not hyperactivity or impulsivity

 Hyperactive-impulsive: Mostly symptoms of hyperactivity and impulsivity but not inattention
 Combined: Symptoms of both inattention and hyperactivity and impulsivity

ADHD symptoms must begin in childhood (before age 12). Symptoms often continue into the
teen years and adulthood. The criterion for a diagnosis differs slightly based on age.

 Children up to 16 years must show at least six symptoms of inattention, hyperactivity and
impulsivity, or both.
 Adults and youth over 16 years must show at least five symptoms of inattention, hyperactivity
and impulsivity, or both.

To be diagnosed with ADHD, a person’s symptoms must also:

 Occur for at least 6 months

 Be present in two or more settings (for example, at home, at work, in school, or with friends)
 Interfere with or impair social, school, or work functioning

Stress, sleep disorders, anxiety, depression, and other physical conditions or illnesses can cause
similar symptoms to those of ADHD. A health care provider needs to do a thorough evaluation
to determine the cause of symptoms, make a diagnosis, and identify effective treatments.

Primary care providers sometimes diagnose and treat ADHD, or they may refer the person to a
mental health professional. During an evaluation, a provider usually:

 Examines the person’s mental health and medical history, including their mood and past or
current health conditions.
 Looks at the person’s current or, if an adult, childhood behavior and school experiences. To
obtain this information, the provider may ask for permission to talk with family, friends,
partners, teachers, and others who know the person well and have seen them in different
settings to learn about behaviors and experiences at home, school, or elsewhere.
 Uses standardized behavior rating scales or ADHD symptom checklists to determine whether
the person meets the criteria for a diagnosis of ADHD.
 Administers psychological tests that look at cognitive skills, such as working memory, executive
functioning (abilities such as planning and decision-making), visual and spatial abilities, or
reasoning. Such tests can help identify psychological or cognitive (thinking-related) strengths
and challenges and identify or rule out possible learning disabilities.

Although there is no cure for ADHD, current treatments may help reduce symptoms and
improve functioning. Common treatments for ADHD are medication, psychotherapy, and other
behavioral interventions. For children, treatment often includes parent education and school-
based programs.

Researchers are studying new treatments for people with ADHD, such as cognitive training and neuro
feedback. These options are usually explored only after medication and psychotherapy have already
been tried. For many people, treatment involves a combination of elements

According to global burden of disease, it has been suggested that by the year (2020), mental
disorders in the children will increase by more than 50% world- wide and will be among the
leading cause of childhood illness and dysfunction. The worldwide occurrence of ADHD is found
to be 5.29% in kids, 7.1% in teenagers and 3.4% in adult (WHO 2020).

A meta-analysis indicates that the prevalence of ADHD among children and adolescents in India
is broadly aligned with global prevalence rates. The point prevalence of ADHD varied between
1.3% and 28.9%, with a pooled prevalence of 7.1%. Notably, the prevalence was higher among
males (9.4%) compared with females (5.2%).

In a specific study conducted in South India, the prevalence among preschool children was
reported as 11.32%, with a higher rate in males (14.8%) compared with females (7.7%). This
study also identified a higher prevalence in low-socioeconomic groups and among children aged
9–10 years.

a different study in South India reported that approximately 22% of school children screened
positive for ADHD.1 In contrast, North India reported a prevalence of 6.3%, with a higher
proportion of affected children residing in joint families and belonging to lower or lower-middle
socioeconomic classes. Notably, no ADHD-positive children had a family history of the
disorder. Additionally, a study conducted in Western India at a tertiary hospital between 2017
and mid-2019 found an ADHD prevalence of 17.6% among children aged 6–15 years.

Fifteen studies conducted in school-based settings showed a pooled prevalence of 75.1 per
1000 children aged 4–19 years (Chauhan et al., 2022). In community-based settings, the pooled
prevalence was 18.6 per 1000 children surveyed (Joseph &Devu, 2019). The overall pooled
prevalence of ADHD in India was observed to be 63.2 per 1000 children surveyed, with
significant heterogeneity noted in the findings (Chauhan et al., 2022)

1.2 NEED OF THE STUDY

In ADHD, in attention is evident in social and educational context. Manifestations of in

attention. includes difficulty in holding attention, not able to finish assignment and not able to
complete routine housework and school work. Manifestations of hyperactivity comprises
squirming, unable to sit quietly in class, at all the times “on the go,” and tend to talk a lot, while
a manifestation of impulsive behavior is child cannot wait for their turn (Youssef et al. 2015)
The Primary school teachers are primary person who notice the signs and symptoms of
hyperactivity or inattentive behaviors in the classroom and should be able to manage them and
to take aright action (Khademi et al. 2016).

Studies related to teachers

Teachers are responsible for teaching the skills to the learners that are part of the curriculum
but the teachers also have the responsibility of teaching the learners to function in a way that
will help the them to reach educational and societal expectations, that’s why the researcher felt
the need to conduct research study on ADHD through a video assistant teaching program
regarding identification and management of ADHD among school teachers of selected
educational institutions of Indore.

The Role of Teachers and the Need for Training: Teachers in India play a critical role in
identifying ADHD-related behaviors, as they are often the first adults to observe children in
group settings where attention and behavior demands are high (David, 2013). Studies reveal
that while teachers are willing to support students with ADHD, they frequently feel ill-equipped
due to a lack of training in recognizing and managing ADHD symptoms (Sethi, 2010). Increased
professional development for teachers could bridge this gap, enabling them to support
children’s learning needs more effectively (Medindia, 2024).

Policy and Intervention Needs: India’s education policy currently lacks specific guidelines or
accommodations for ADHD, underscoring the need for systemic change (Kuppili et al., 2017).
Schools require policies that include ADHD support frameworks, such as classroom
accommodations, counseling, and collaboration with mental health professionals. These
changes are necessary to build an inclusive educational environment that supports the needs of
neuro diverse children (Sethi, 2010).

The Prevalence and Awareness of ADHD in India: Several studies indicate that ADHD is
underrecognized in India’s school systems, often mistaken for behavioral issues rather than a
neuro developmental disorder (Sethi, 2010). Educators in urban areas such as Bangalore and
Delhi report growing awareness of ADHD, but rural areas face more significant gaps in
knowledge and resources (Basu & Banerjee, 2021).

Parents and teachers frequently struggle to identify ADHD symptoms, such as inattentiveness
and impulsivity, contributing to delays in diagnosis and intervention (Medindia, 2024).

Research has highlighted that many Indian schools lack resources like Individual Education Plans
(IEPs), often leaving children without the structured support they need (David, 2013).
Challenges for Children with ADHD and Their Families: Children with ADHD in India face
challenges beyond the educational system. Societal stigma around mental health issues can
make it difficult for families to seek help (Basu & Banerjee, 2021).

Traditional beliefs may lead some parents to view ADHD behaviours as disobedience rather
than symptoms requiring medical attention (Chauhan et al., 2022). This lack of understanding
can hinder early intervention, which is crucial for helping children manage symptoms and
develop effective coping strategies (Joseph &Devu, 2019).

ADHD is a leading issue affecting many children and adults. ADHD is among earliest to start
neurodevelopment disorders with onset of the condition during formative years and can
continue through early life and adulthood. ADHD refers to behavior pattern that is troublesome
and is characterized by inattention, hyperactivity or impulsivity that interrupts the growth and
functioning and is identified by six or more manifestations from the inattention and
hyperactivity & impulsivity

Manifestations of ADHD must be exhibited in 2ormore settings(it could be at home, school, or

work) and the symptoms must be persistent for minimum 6 months of duration and negatively
impacts the social, academic or occupational functioning (American Psychiatric Association.
(2013)

1.3 STATEMENT OF THE PROBLEM

“A descriptive non experimental study to assess the effectiveness of video assisted

teaching program on knowledge regarding early identification and management of
Attention Deficit Hyperactivity disorder among primary school teachers of selected schools
of Indore, M.P. in the year 2024”
 1.4 OBJECTIVE OF THE STUDY

1) To provide knowledge regarding early identification and management of ADHD

among primary school teachers in selected schools of Indore
2) To assess the pre test level of knowledge regarding early identification and
management of ADHD among primary school teachers in selected schools of
Indore.
3) To assess the post test level of knowledge regarding early identification and
management of ADHD among primary school teachers in selected schools of
Indore.
4) To find out the association between level of knowledge regarding early
identification and management of ADHD among primary school teacher and
selected socio demographic variables

5) To evaluate the effectiveness of structured video assisted teaching program on

knowledge regarding ADHD among primary school teachers

1.5 HYPOTHESIS

H1- There is no significant association between selected socio demographic variables and pre test
level of knowledge regarding early identification and management of ADHD among primary school
teachers
H0- There is significant association between selected socio demographic variables and pre test level
of knowledge regarding early identification and management of ADHD among primary school
teacher

1.6OPERATIONAL DEFINITIONS:

ATTENTION DEFICIT HYPERACTIVITY DISORDER:-ADHD, or attention-deficit/hyperactivity disorder, is

a behavioral condition in children that is related to aggressiveness , impatient behavior and unable to
adjust in social environment.
KNOWLEDGE:- Knowledge is a form of awareness or familiarity. It is often understood as awareness
of facts or as practical skills, and may also mean familiarity with objects or situations.

PRIMARY SCHOOL TEACHER:- Primary school teacher who are responsible for teaching children
from first grade to fifth grade
VIDEO ASSISTED TEACHING PROGRAM:- Video-assisted learning is defined as a strategic teaching
approach to using videos – either educational or conceptual – to improve a cognitive ability, or
social-emotional skills.
MATERIAL AND METHODS:
 MATERIAL:
1. DESIGN: Descriptive comparative research design.
2. SETTING: The study will be conducted at selected primary schools of Indore, Madhya Pradesh.
 METHODS:
1. SAMPLING TECHNIQUE: random sampling technique
2. SAMPLE: In this study sample will be primary school teachers.
3. SAMPLE SIZE: In this study sample size will be 100 primary school teachers both genders of
males and females.
1.7 LIMITATION AND DELIMITATION
INCLUSION CRITERIA:.
 Teachers who teaches in primary school setting
 Teachers who willingly agree to participate in this study.
 Teachers who knows Hindi and English language very well
EXCLUSION CRITERIA:
 Teachers who teaches in the higher secondary classes
 Schools that are located outside of Indore
1.8 ETHICAL AND LEGAL ASPECT OF STUDY
1. Permission was obtained from concerned authority in the nursing college to conduct study.
2. A written consent was obtained from population for their willingness to participate in the
study.
3. Confidentiality & anonymity of information provided by samples was maintained.
1.9 CONCEPTUAL FRAMEWORK

Von Bertanlanffy (1968) characterized a framework as a sorted out entire unit, which produce
an impact or an item whose reliant segments part associate with the climate. As per
frameworks hypothesis, a framework is a gathering of components that communicate with
each other so as to accomplish objective. The segment associates with in limit and inside the
climate. All living frameworks are open, in that there is a consistent trade of issue, energy and
data. Open framework is those in which there is a trade, material and data with the climate.

They are characteristic by:

Input of energy into system. Throughput during which system process, changes and recognizes
imported energy into the environment in the forms of goods, service and intellectual products.
Feedback by which a part of output return to system. In present study nursing students were
considered as an open system, as they receive information from the environment
SCHEMATIC REPRESENTATION OF RESEARCH DESIGN:

TARGET POPULATION

PRIMARY SCHOOL TEACHERS

ACCESSIBLE POPULATION

TEACHER WHO TEACHES SELECTED PRIMARY SCHOOL OF INDORE,

MADHYA PRADESH.

SAMPLING TECHNIQUE INCLUSION CRITERIA

RANDOM SAMPLING TECHNIQUE  TEACHERS WHO TEACHES IN
PRIMARY SCHOOL SETTING
 TEACHERS WHO WILLINGLY
TYPE OF RESEARCH DESCRIPTIVE AGREE TO PARTICIPATE IN
TYPE OF RESEARCH
COMPARATIVE DESCRIPTIVE
RESEARCH DESIGN THIS STUDY
NON EXPERIMENTAL RESEARCH  TEACHERS WHO KNOW HINDI
DESIGN AND ENGLISH LANGUAGE
VERY WELL
SAMPLE SIZE

100 SAMPLES

TOOL AND DATA COLLECTION

 SECTION A: SOCIODEMOGRAHIC VARIABLES

 SECTION B:SELF STRUCTURED QUESTIONNAIRE AND
VIDEO ASSISTAT PROJECT

STATICAL ANALYSIS PLAN

DESCRIPTIVE

REPORTING

THROUGH THESIS
1.10 OUTLINE OF THE RESEARCH REPORT:

CHAPTER-1 Will with the introduction in the first chapter

CHAPTER-2 Will deals with review of literature.

CHAPTER-3 Will explain research methodology

CHAPTER-4 Will discuss data analysis and interpretation

CHAPTER-5 Will include discussion, summary and conclusion recommendation implication and
limitation of study.

SUMMARY: This chapter deals with the objectives, operational definition, assumptions,
conceptual framework, delimitation and scope of the study. The next chapter deals with the
relevant literature on the assess the effectiveness of video assisted teaching program on
knowledge regarding early identification and management of Attention Deficit Hyperactivity
disorder among primary school teachers of selected schools
 CHAPTER-2
REVIEW OF LITERATURE
 REVIEW OF LITERATURE:

“The review of literature involves the systematic identification, location, scripting, and summary of
the written material that contains information on research problems.” (Polit and Hungler, 2014)

The review of literature make known some existing co-related and linked information for the idea of
the research study. The principle of review of; literature is to ascertain what is already known, what
others have put effort to find out and grow insight into the problem.
The reviewed literature for the present study was organized under the following headings:

 Literature related to ADHD

 Literature related to assess effectiveness of video assistant teaching program
 Literature related to assess effectiveness of video assistant teaching program
School teacher

Literature related to ADHD

Author(s): Gurvir Kaur, Khoinaijam Nitakumari
Published In: Volume - 8 Issue - 3, Year - 2018
https://ajner.com/AbstractView.aspx?PID=2018-8-3-22

The study aimed to assess the level of knowledge regarding ADHD among primary
school teachers in selected schools of district Mohali with a view to develop informational
booklet. A quantitative approach with descriptive design was adopted. By purposive
sampling technique 100 primary school teachers were selected from selected schools of
district Mohali. Findings of the study showed that majority 42% of the samples were in
the age group of 35- 44 years, 60% of the samples were females, 71% of the samples
had done B.Ed, 50% of the samples were having more than 5 years of work experience,
83% of the samples were from government organization, 56% of the samples did not
have any previous knowledge regarding ADHD, 15% of the samples have source of
information through television, 87% of the samples have not seen any child diagnosed
with ADHD. The majority of primary school teachers had poor level of knowledge 56%.
 December 2019
 Journal of Chitwan Medical College 9(4):64-68

DOI:10.3126/jcmc.v9i4.26905

Attention deficit hyperactivity disorder (ADHD) is one of the most common mental
disorders affecting children. ADHD knowledge among teachers helps managing such
children. This study aimed to assess the knowledge regarding ADHD of children among
school teachers at Lalitpur, Nepal. Methods: A descriptive cross-sectional study was
conducted among 124 primary school teachers in 19 government schools of Lalitpur
Metropolitan City. A standard tool “Knowledge of Attention Deficit Disorders Scale
(KADDS)” was used, Data were analyzed using descriptive (frequency, percentage,
mean and standard deviation) and inferential statistics (chi square test) for frequency
distribution and association between levels of knowledge regarding ADHD with selected
variables. Results: Eighty-five (68.5%) female and 39 (31.5%) male teachers with the
mean age 41.85 ± 8.80 years (range 18 to 58 years) were enrolled. Majority teachers
were married (94.4%) and from urban area (75%) with bachelor’s degree (37.9%) as
their educational qualification and 11 to 20 years of teaching experiences (42.74%). The
significant influencing variables were educational qualification (p = 0.009), type of
service (p = 0.018), teaching experiences (p = 0.002), in-service education on ADHD (p
= 0.004) and experience with ADHD students (p = 0.001). The study showed that 94
(75.8%) teachers had poor knowledge. Conclusions: It was concluded that three fourth
of the teachers had poor knowledge about ADHD. Teachers knowledge will help to
identify, refer and help in management of children with ADHD.

Child and Adolescent Psychiatry and Mental Health volume 15,

Article number: 16 (2021) Cite this article

A child suffering from attention deficit hyperactivity disorder (ADHD) faces many difficulties in
social as well as academic performances. School teachers’ knowledge and attitude towards
ADHD play a vital role in early detection and referral of the child to treatment centers. Few
existing reports, however, indicate the alarming rate at which the problem is highly neglected in
sub-Saharan Africa. The present study is designed to determine the knowledge, attitude, and
factors that affecting elementary school teachers about ADHD.
Department of Mental Health Nursing, Faculty of Nursing, Shree Guru Gobind
Singh Tricentenary Gobind University, Gurugram, Haryana.

Received: 31/12/202
1
Accepted After Revision: 24/03/2022
The study was conducted in selected schools of Guru gram, Haryana. Sixty (60) primary school
teachers were selected from three schools of Guru gram by using total enumeration sampling
technique. Self-structured knowledge questionnaire and attitude rating scale was used to assess
the knowledge and attitude of primary school teachers regarding ADHD. The findings revealed
that in the pre-test, majority 41(68.3%) of teachers had inadequate knowledge and 19(31.7%)
had moderate knowledge and 28(46.7%) had unfavorable attitude and 32(53.3%) had Neutral
attitude whereas in the post-test, 15(25%) had moderate knowledge and majority 45(75%) had
adequate knowledge and 13(21.7%) had neutral attitude and majority 47(78.3%) had favorable
attitude regarding ADHD. Paired “t” test was used to observe differences between pre and post-
test mean scores and were found statistically significant at 0.05 level. The study concluded that
educational material like video assisted teaching had shown significant improvement in
knowledge and attitude of primary school teachers.

https://www.ijsr.net/archive/v9i5/SR20512114150.pdf

International Journal of Science and Research (IJSR) ISSN: 2319-7064

Research Gate Impact Factor (2018): 0.28 | SJIF (2019): 7.583 Volume 9 Issue 5, May 2020
www.ijsr.net Licensed Under Creative Commons Attribution CC BY
A Evaluate Study to Assess The Effectiveness of Structured Teaching Programme on Knowledge
of Primary School Teachers Regarding ADHD in Selected School of Alwar (Rajasthan) Rahul
Sharma1 , Dr. Anupama Oka2 1 PH.D Scholar, Department of Nursing, Shri JJT University,
Jhunjhunu, Rajasthan, India 2Guide, Department of Nursing, Shri JJT University, Jhunjhunu,
Rajasthan, India Abstract: Attention Deficit Hyperactivity Disorder (ADHD) is a mental disorder
that most often occurs in children. 6.4 million American children ages 4-17 have been
diagnosed with ADHD. The average age of ADHD diagnosis: 7. Age when symptom of ADHD
typically first appear 3-6. 6.1% of American children are being treated for ADHD with
medication. 42% increase in ADHD diagnoses over the past 8 years. ADHD is a very common
problem. It has been found to affect between 5% and 12% of the school-aged population
worldwide. ADHD is about three times more common in boys than in girls. According to WHO
recent studies find out that ADHD is a fifth leading cause of death and mental disability in the
children. The causes of ADHD are brain trauma, genetic and hereditary factor, toxin in
environment and prenatal exposure to alcohol, nicotine, smoking etc. The public health
providers are arrange group discussion and education or nursing practice aspect to the primary
school teacher and improve the knowledge that beneficial to the children and community to
identify the early diagnosis and prevent them from ADHD.
 June 2006
 International Journal of Disability Development and Education

https://www.researchgate.net/publication/
41009964_Children_with_Attention_Deficit_Hyperactivity_Disorder_and_their_Teachers_A_re
view_of_the_literature

There is considerable evidence regarding the academic and social difficulties children
with Attention Deficit Hyperactivity Disorder (ADHD) experience, but less is known
about what their teachers do and should know. This article provides a summary of this
evidence, including information on the difficulties experienced by students with ADHD,
the relationships between teachers and students with ADHD, pre-service and in-service
teachers' knowledge and attitudes toward ADHD, and in-service teachers' behavior
toward children diagnosed with the condition. Teachers need increased awareness of
the family circumstances of children with ADHD, more knowledge of the conditions
commonly co morbid with ADHD, and insight into these children's relationship with
peers.

International Journal of Science and Research (IJSR) ISSN: 2319-7064 SJIF (2019): 7.583
Volume 10 Issue 5, May 2021

Attention deficit hyperactivity disorder is a disorder of childhood and adolescence and it is one
of the most common psychiatric disorders that cause distress in the lives of both children and
adult. If Attention deficit hyperactivity disorder remains undetected the child may experience
academic failure, rejection by peers, and develop low-self-esteem. Teachers are seen as one of
the most important sources of information with regard to referral and diagnosis of ADHD. They
also have the accountability for creating an environment conductive to academic, social and
emotional success for children with ADHD. Therefore a study was undertaken to assess the
knowledge regarding attention deficit hyperactivity disorder in children among primary school
teachers in selected primary schools at Maharashtra. Objectives: To assess the level of
knowledge regarding attention deficit hyperactive disorder in children among primary school
teachers in selected schools at Maharashtra and to find out the association between level of
knowledge regarding attention deficit hyperactive disorder in children among primary school
teacher with selected socio demographic variables. Methodology: Quantitative research
approach with descriptive research design was used for this study. The total 100 samples were
selected by Convenient sampling technique. The self-administered structured questionnaires
were used to assess the knowledge. The data was analyzed by descriptive and inferential
 statistics. Result: Based on the findings, the result of the study shows that majority of primary
school teachers (91%) had average level of knowledge about attention deficit hyperactive
disorder, whereas only (9%) had good knowledge regarding attention deficit hyperactive
disorder. The analysis revealed that there is association between the levels of knowledge of
primary school teachers regarding attention deficit hyperactive disorder with teaching
experience (i.e. P=0.0358). Conclusion: The study concludes that the majority of samples have
only average knowledge about ADHD. Result from this study brings light to the fact that
teachers need to be educated and supported to further their professional development
regarding ADHD. Teachers who are knowledgeable about ADHD are better prepared to be in a
position to provide adequate teaching, assistance and support for children with ADHD

Effectiveness of an Educational Program on Primary School

Teachers’ Knowledge about Attention -Deficit/Hyperactivity
Disorders

Authors

 Hassam M. Al-Amarei1 , Saja H. Mohamed2

Abstract

The child is one of the most important assets of the nation, the future of
mankind, the source of its true power, the promotion and enhancement of
the child’s life and welfare is also anchored on the moral supervision and
support given by his parents or guardians in order for a child to succeed,
parents exert a lot of influence on their child’s cognitive development in the
early years, the investigator made an insight into the aim of the study as
follows: To determine the effectiveness of the teaching program on teachers
knowledge. The study was conducted on at governmental primary schools in
Al-Najaf City/ Iraq. A total of the (10) governmental primary schools selected
randomly from total (253) governmental primary schools in Al-Najaf City. A
purposive (non- probability) sample of (70) primary school teachers’ were
selected from the candidate schools were included in the present study.
During the period of 1st September 2018 to 20th February 2020. The data
was collected by questionnaire which consisted of two main parts, first part
consists socio demographic sheet. Second part is about knowledge which
consist of (31) items scale of teachers’ knowledge about children with
ADHD . Findings revealed confirmed that the teachers who not attended for
program about ADHD have poor level of knowledge pupils with attention -
deficit/hyperactivity disorder among elementary school teachers. While the
teachers who attended for program about ADHD have improve and increase
knowledge about ADHD in phase two, and three. Thus, it is recommended
 for responsible parties to notes the need for greater efforts to teachers
should trained to recognize students with behaviors problems / disorders in
their classes to provide them with proper and timely education as well as
necessary referral for their assessment.

Effectiveness of an Educational Program on Primary School

Teachers’ Knowledge about Attention -Deficit/Hyperactivity
Disorders

 Hassam M. Al-Amarei1 , Saja H. Mohamed2

The child is one of the most important assets of the nation, the future of
mankind, the source of its true power, the promotion and enhancement of
the child’s life and welfare is also anchored on the moral supervision and
support given by his parents or guardians in order for a child to succeed,
parents exert a lot of influence on their child’s cognitive development in the
early years, the investigator made an insight into the aim of the study as
follows: To determine the effectiveness of the teaching program on teachers
knowledge. The study was conducted on at governmental primary schools in
Al-Najaf City/ Iraq. A total of the (10) governmental primary schools selected
randomly from total (253) governmental primary schools in Al-Najaf City. A
purposive (non- probability) sample of (70) primary school teachers’ were
selected from the candidate schools were included in the present study.
During the period of 1st September 2018 to 20th February 2020. The data
was collected by questionnaire which consisted of two main parts, first part
consists socio demographic sheet. Second part is about knowledge which
consist of (31) items scale of teachers’ knowledge about children with
ADHD . Findings revealed confirmed that the teachers who not attended for
program about ADHD have poor level of knowledge pupils with attention -
deficit/hyperactivity disorder among elementary school teachers. While the
teachers who attended for program about ADHD have improve and increase
knowledge about ADHD in phase two, and three. Thus, it is recommended
for responsible parties to notes the need for greater efforts to teachers
should trained to recognize students with behaviors problems / disorders in
their classes to provide them with proper and timely education as well as
necessary referral for their assessment.
 CHAPTER 3
RESEARCH METHODOLOGY
Research methodology

is a way to systematically solve the research problem. The methodology of research indicates
the general pattern of organizing the procedure together with valid and reliability data for
problem under investigation. (Polit D F & Jungler B P, 2009)

The scope of research methodology is wider than that of research methods. Research
methodology is not only about the research methods but also consider the logic behind the
methods used in the context of research study. It includes the research approach , research
design , variable under study , the setting , the population , the sample , sampling technique ,
sampling selecting criteria , development and description of the tool , pilot study , procedure
for data collection , plan for data analysis and interpretation .

In this chapter the details of methodology that was selected by the investigator in order the
study was conducted with the video assisted teaching programme on knowledge regarding
early identification and management of ADHD among school teachers of selected school in
Indore 2024

3.1 RESEARCH APPROACH

Research approach is the description of the plan to investigate the phenomenon under study in
a structured (quantitative), unstructured (qualitative) or a combination of the two methods
(quantitative – qualitative integrated approach). Therefore, the approach helps to identify the
presence or absence of and comparison between groups .The approach of research study
depends on several factor, but primarily on the nature of phenomenon under study. Sharma
S .K (2011)

In this study quantitative evaluative approach was used to assess the effect planned teaching
programme on knowledge regarding early identification and management of ADHD among
school teachers of selected school in Indore 2024

.The quantitative approaches are objective , deductive and based on numeric quantification and
generalization of results. These are used to test prespecified concepts, constructs and
hypothesis that make up a theory

3.2 RESEARCH DESIGN

The research design is an overall plan for obtaining answer to the question being studied and
handling sources of the difficulties encountered during research process. It deals with the plans
for collecting and analyzing the data including specification for enhancing the internal and
external validity of the study. (Polit D.F
&Hungler B.P, 2009)
In this present study the researcher adopted a descriptive non- experimental research design.

3.3 VARIABLES

Variable are the conditions or characteristics that the investigator observes manipulates or
controls. The types of variables were identified in these studies:-

Independent Variable:- It is a stimulus or activity that is manipulated or varied by the

researcher to create the effect on the dependent variable. (Sharma S.K 2011)

In the present study the independent variable is the planned teaching programe regarding early
identification and management of ADHD among school teachers in selected school .

Dependent variable:- It is the outcome or response due to the effect of the independent
variable, which researcher wants to predict or explain. In this present study the dependent
variable refers to the knowledge of school teachers.

Extraneous Variable :- Extraneous variable are those variable that are present of the study in
research environment which may interfere with research finding by acting as unwanted
independent variable The socio demographic variables under the study are age , gender ,
previous knowledge regarding AD HD, sources of knowledge .

3.4 THE SETTING

Setting is the physical condition and location in which data collection takes place in a study.
(Polit & Hunger, 1999)
The present study is planned to conduct in selected primary school of Indore.
3.5 THE POPULATION
The entire set of individuals or objects having some common characteristics selected for a
research study.
(Basavanthappa B T,
2007)
Target Population:-
The entire population in which the researchers are interested and to which they would like to
generalize the research findings.
(Basavanthappa B. T
2007)
In the present study, the target population consisted of selected primary school teachers of
Indore MP.
Accessible Population:
-The aggregate of cases that conform to designated inclusion or exclusion criteria and that are
accessible s subjects of the study.
(Basavanthappa B. T,
2007)
In this present study, the accessible population were selected primary school teacher .

3.6 SAMPLE & SAMPLE SIZE

A sample is a small population of the population selected for observation and analysis
(Sharma S K, 2011)
In the present study the sample comprised of 100 primary school teacher .

3.7 SAMPLING TECHNIQUE

Sampling is the process of selecting a representative part of the population. Thus, a carefully
carried out sampling process helps to draw that represents the characteristics of the population
from which the sample drawn. (Suresh k Sharma 2ndEdition 2014)

In the present study non probability convenient sampling technique was used. In this type of
sampling , subjects are chosen to be a part of the sample with a specific purpose in mind . In
this technique samples are chosen not by chance, through a judgement made by the researcher
based on his or her knowledge about the population.

3.8 CRITERIA FOR THE SELECTION OF THE SAMPLES

Inclusion criteria
1. Only primary school teachers is allowing in this study.
2. Those teachers are willingly participating in the study.

3. Male and female both teachers are eligible to participate

Exclusion Criteria

1 Teachers are not available during the time of data collection.

2. Those who are not willingly participate

. 3. Those who are not teach in primary school.

4.9 DEVELOPMENT AND DESCRIPTION OF TOOL AND PREPARATION OF PLANNED TEACHING

PROGRAMME

Data collection tools are the devices used to measure the concept of interest in a research
project that a researcher uses to collect data’s and it is important that the tool should be valid
and reliable. Polit D F & Hunger B P (2009)

A self structured questionnaire and specific attitude scale (SASA) was use by the investigator to
assess knowledge regarding early identification and management ADHD among school
teachers of selected school in Indore 2024

The tools were prepared on the basis of the objective of the study, review of literature that
provides adequate content for the tool preparation. Personal experience of the investigator in
the clinical field, expert opinion principals and HODs and teachers
. Steps involved in development of tool are:

a. Preparation of blue print.

b. Content validation of the tool.
c. Reliability of the tool.

Preparation of the blue print

A blueprint was prepared prior to the construction of the structured interview schedule on
assessment of knowledge regarding early identification and management of ADHD among
school teachers of selected school in Indore 2024

. The structured interview schedule included three domains that are knowledge has 80% items,
comprehension has 15% items and application has 5% items.
Description of tool Tool:

Structured questionnaire to assess the knowledge regarding early identification and

management of ADHD among school teachers of selected school in Indore 2024

.It consisted of two parts:

Section A: Demographic data Section

B: Structured questionnaire

c. Specific attitude scale (SASA)

Section A (Demographic variable)-

It describe the selected information found relevant and is expected to be significant with other
variables which are to be studied. (Basavanthappa, 2007)

The socio demographic variables under the study are age , gender , previous academic score,
present posting area , previous knowledge, sources of knowledge .

Section B (Self structured multiple choice questionnaires)-

A self structure multiple choice questionnaire is a simple instructional require respondents to

make a choice between more than two response alternatives.

Section c SASA specific attitude scale for ADHD

contained the items of the Scale for ADHD-Specific Attitudes (SASA), consisting of 30
questions related to teacher attitudes toward (a) ADHD itself, (b) students who display
ADHD-type behaviors, and (c) their views on the teaching of these students. The response
category was a 6-point Likert-scale.

3.8 VALIDATION OF THE TOOL

Content validity refers to an instrument or test actually testing what it is supposed to be test.
Polit & Hungler (2009)

The tool was submitted to experts from the field of psychiatric nursing along with the blue
print criteria checklist, answer key, planned teaching programme to establish the content
validity. 4 valuators were requested to check for the relevance, sequence and language of the
tool. Modifications were done according to expert’s opinion and final tool was developed. The
tool was translated into the Hindi and again it was retranslated into English, thereby language
validity was ascertained.

3.9 RELIABILITY OF THE TOOL

Reliability is the degree of consistency that the instruments or procedures demonstrate. Wood
An Haber (2002)

Pre-testing and establishing reliability is the process of measuring the effectiveness of an

instrument. The purpose is to reveal problems relating the answers; compiling and returning
the instruments and to point out weakness in the administration of the instruments. Kothari
(2003

) Pre- testing and reliability of the tools was carried out among 20 teachers from the selected
primary school in Indore .The tool found to be clear and understandable. The sample answered
the scale in 5-10 minutes. The reliability was calculated using split half method. The reliability
(r= 0.82) was found significant with both Brown- Spearman and Karl Pearson formula.

3.10 PILOT STUDY

A pilot study refers to a small scale preliminary try out of the method to be used in actually
large study, which makes the researcher to face the problems that can be corrected in
proportion for the large study. Sharma S.K. (2012)

Pilot study was conducted in selected school in Indore from (date). The written permission was
obtained prior to the study from the municipality areas. The pilot study was aimed at evaluating
the effectiveness of the planned teaching programme regarding early identification and
management of ADHD among school teachers of selected school in Indore 2024

. The pilot study result found that the teachers had increase their knowledge with the help of
the planned teaching programme.

3.11 DATA COLLECTION PROCEDURE

The main study was conducted at ……………………………. The investigator obtained written
permission from the concerned authority prior to the data collection at the schools. The data
collection procedure was done for a stipulated period from…………….. . The investigator
introduced herself to the subjects and explains the purpose of the study. Written consent from
the subject was taken and they were made assured about the confidentiality of the results.
Pre test knowledge was assessed using structured knowledge score to assess the existing
knowledge of teachers on the first day. On the same day intervention was distributed among
the samples and the date for the post test was priorly informed to them. Post test was done
using the same questionnaire after 6-7 days self structured knowledge was administered
among the teachers. Duration of the data collection is 6 weeks. The investigator thanked and
appreciated all participants for their co-operation.

3.12 PLAN FOR DATA ANALYSIS

nalysis is the systematic organization and synthesis of research data and the testing of research
hypothesis using those data. Poilt and Hungler (2009)

Analysis of data was planned on the basis of objectives and hypothesis by using descriptive and
inferential statistics as follow. Socio –Demographic data were planned to be analysed in terms
of frequency and percentage.

Descriptive statistics (mean and standard deviation) was used to compare the pretest and post
test knowledge score.

Inferential statistics (t value) was used to assess the effectiveness of planned teaching
programme

Association between the knowledge score and selected socio demographic variable was
calculated using chi –square.

3.13 SUMMARY

The chapter deals with the research methodology. This chapter has compiled research
approach, research design, variable under study, the setting, the population, the sample,
sampling technique, sample selecting criteria, development and description of the tool, validity
of the tool, reliability of the tool, pilot study, procedure for data collection, plan for data analysis
and interpretation