A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING ADHD IN CHILDREN AMONG PRIMARY SCHOOL TEACHERS IN SELECTED SCHOOLS AT KGF, KOLAR

A child is precious not only to the parents, to the family, community and nation but also to the world at large. ADHD is now recognized as a persistent neuro developmental disorder especially in children. ADHD affects a significant portion of children, with estimates ranging from 2% to 9% in school aged children, and also it can impact daily life, affecting academic performance, social relationship and overall functioning. Objectives: To assess the knowledge regarding Attention deficit hyperactivity disorder among primary school teachers in selected schools at K.G.F, Kolar. 2. To evaluate the effectiveness of structured teaching program on knowledge regarding Attention deficit hyperactivity disorder. 3. To find out the association between mean pre-test knowledge of primary school teachers regarding Attention deficit hyperactivity disorder with selected demographic variables. Methodology: An evaluative study was conducted among 60 Primary school teachers at selected Primary Schools, KGF, Kolar. Samples were selected using Non-probability; convenient sampling technique. A pre-experimental, one group pre-test post-test design was used for the study. Data was collected by using structured knowledge questionnaire, through structured interview schedule. The data was collected from 11.04.2025 to 21.04.2025 and analysis was done using descriptive and inferential statistics. Results: Overall result of the study revealed that out of 60 subjects, Most of the subjects in the pre-test 35 (58%) had average knowledge, 11 (18.33%) had good knowledge and 14 (23.33%) had poor knowledge. In post-test, after STP, 30 (50%) had good knowledge, 10 (16.66%) had average knowledge regarding Attention deficit hyperactivity disorder. Regarding effectiveness of STP, the calculated value of paired ‘t’ value (t cal= 46.6) is greater than the tabulated value (t tab = 2.000) at 0.05 level of significance which revealed that there was a gain in knowledge after administration of structured teaching programme. Regarding association, there is an association between socio demographic variables with pre-test knowledge scores of primary school teachers. Conclusion: The study concluded that, the structure teaching programme was effective in enhancing and upgrading the knowledge of primary school teachers regarding attention deficit hyperactivity disorder.