Effectiveness of a self-instructional module in enhancing pre-service teacher trainees’ knowledge and attitudes towards children with Attention-Deficit Hyperactivity Disorder (ADHD): a multicentre study

Valliammal Shanmugam; Poreddi Vijayalakshmi; Ramasundari Balamuruganantham; Potta Sharada; Gacy Aruniya Simon; Machineni Chandrashekar; Edunuri Sruthi; Punem Sreelatha; Madhira Sahithi; Jetta Ravi Kumar

doi:10.18203/2394-6040.ijcmph20261757

Authors

Valliammal Shanmugam College of Nursing, NIMHANS - Specialized in Child Health Nursing, Bangalore, Karnataka, India
Poreddi Vijayalakshmi College of Nursing NIMHANS - Specialized in Psychiatry Nursing, Bangalore, Karnataka, India
Ramasundari Balamuruganantham Kamineni College of Nursing
Potta Sharada Department of Psychiatry Nursing, Kamineni College of Nursing, LB Nagar, Hyderabad, Telangana, India
Gacy Aruniya Simon Department of Psychiatry Nursing, Kamineni College of Nursing, LB Nagar, Hyderabad, Telangana, India
Machineni Chandrashekar Department of Psychiatry Nursing, Kamineni College of Nursing, LB Nagar, Hyderabad, Telangana, India
Edunuri Sruthi Department of Psychiatry Nursing, Kamineni College of Nursing, LB Nagar, Hyderabad, Telangana, India
Punem Sreelatha Department of Psychiatry Nursing, Kamineni College of Nursing, LB Nagar, Hyderabad, Telangana, India
Madhira Sahithi Department of Child Health Nursing, Kamineni College of Nursing, LB Nagar, Hyderabad, Telangana, India
Jetta Ravi Kumar Department of Child Health Nursing, Kamineni College of Nursing, LB Nagar, Hyderabad, Telangana, India

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20261757

Keywords:

Attention-deficit/hyperactivity disorder, Attitude, Inclusive education, Knowledge, Pre-service teachers, Self-instructional module

Abstract

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder affecting children’s academic, behavioural, and social functioning. Teachers play a vital role in early identification and classroom management of children with ADHD; however, inadequate knowledge and negative attitudes among teacher trainees remain a concern. This study evaluated the effectiveness of a Self-Instructional Module (SIM) in improving knowledge and attitudes regarding ADHD among pre-service teacher trainees.

Methods: A multicentric pre-experimental one-group pre-test-post-test study was conducted among 203 pre-service teacher trainees selected through simple random sampling from teacher-training institutions in Tamil Nadu, South India. Data were collected using a structured knowledge questionnaire and a five-point Likert attitude scale before and after administration of the SIM. Data were analysed using descriptive and inferential statistics.

Results: The mean post-test knowledge score significantly increased from 9.84±2.31 to 16.27±2.08 (t=24.63, p<0.001). The mean attitude score also improved significantly from 61.72±7.85 to 81.64±6.93 (t=20.17, p<0.001). A positive correlation was observed between knowledge and attitude scores both before (r=0.46) and after intervention (r=0.58).

Conclusions: The Self-Instructional Module was effective in improving knowledge and fostering positive attitudes towards children with ADHD among pre-service teacher trainees. Incorporating structured ADHD education into teacher-training curricula may promote inclusive educational practices.

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Author Biography

Ramasundari Balamuruganantham, Kamineni College of Nursing

Principal college of nursing - peadiatric nurisng

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