The Effectiveness of Video Assisted Teaching on Knowledge Regarding Identification of Children With Learning Disability Among the Primary School Teachers , Meerut

The Effectiveness of Video Assisted Teaching on Knowledge Regarding Identification of Children With Learning Disability Among the Primary School Teachers , Meerut | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effectiveness of Video Assisted Teaching on Knowledge Regarding Identification of Children With Learning Disability Among the Primary School Teachers , Meerut DARLIN PRIYA JENSI. J, PRIYANKA SHARMA This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4239185/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Statement of the Problem: A study to assess the effectiveness of video assisted teaching on knowledge regarding identification of children with learning disability among the primary school teachers in selected school, Meerut, U.P. Objectives: 1. To assess the pre-test level of knowledge regarding identification of children with learning disability among the primary school teachers, 2. To evaluate the effectiveness of video assisted teaching on knowledge regarding identification of children with Learning disability among the primary school teachers, 3. To compare the pre-test and post- test level of knowledge regarding identification of children with learning disability among the primary school teachers, 4. To find out the association between post-test knowledge score regarding identification of children with learning disability among the primary school teachers with selected demographic variables. Methods: A quasi experimental study was done on 60 primary school teachers ,30 in both experimental and control group selected by non-probability purposive sampling technique. Data was collected by using self Structured questionnaire on identification of children with learning disability and self Structured questionnaire on learning disability pre-test and post-test was taken from both experimental and control group, pre-test and post-test was taken from both experimental and control group, video assisted teaching was given only in experimental group. Results: Finding revealed that administered of video assisted teaching to experimental group improve the knowledge regarding identification of children with learning disability among the primary school teachers the knowledge score of participants in pre- test majority of primary school teachers .majority of samples 15(50%) had low knowledge, 8(27%) of the sample had very low knowledge, 6(20%) of the sample had average knowledge and 01 (3%) had high knowledge In post-test data represented that majority of samples 21(50%) had average knowledge, 5(17%) of the sample had high knowledge, 3(10%) of the sample had low knowledge and 01 (3%) had very low knowledge. Conclusion: The study concluded that video assisted teaching was effective to improve the knowledge regarding identification of children with learning disability among the primary school teachers in selected school, Meerut Nursing knowledge identification learning disability primary school teachers Figures Figure 1 Introduction Learning disability are problems that affect the brain ability to receive process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who is not affected by learning disability. A teacher is responsible to integrate all round development of a child. Like a gardener, they provide all suitable conditions for the students‟ best growth. Children are the Nation’s supremely important asset. STATEMENT OF THE PROBLEM: “A study to assess the effectiveness of video assisted teaching on knowledge regarding identification of children with learning disability among the primary school teachers in selected school, Meerut”. OBJECTIVES OF THE STUDY: To assess the pre-test level of knowledge regarding identification of children with learning disability among the primary school teachers To evaluate the effectiveness of video assisted teaching on knowledge regarding identification of children with Learning disability among the primary school teachers To compare the pre-test and post- test level of knowledge regarding Identification of children with learning disability among the primary school teachers To find out the association between post-test knowledge score regarding identification of children with learning disability among the primary school teacher with selected demographic variables. Hypothesis: H1- The mean post test score in experimental group will be significantly higher than the pre-test score regarding identification of children with learning disability among the primary school teacher. H2 – There will be significant association between post test score regarding identification of children with learning disability among the primary school teacher with their selected demographic variables. Ethical Consideration: Ethical clearance was obtained from the university ethical committee. The permission received from the concerned authority in the primary schools to conduct the study. Written consent obtained from the teachers after explaining the purpose of the study. Conceptual Framework : '' J.W. Kenny's opened system model" was used in this study. Methodology An evaluative research approach , quasi-experimental non-equivalent control group post-test design and Non – probability purposive sampling technique was used in the study. Settings – Primary Schools, Meerut. Samples: Primary School teachers, Meerut. Sample Size: 60. The reliability was assessed by testing the instruments is co-relation of knowledge test was calculated by using (Kuder Richardson 20 Formula), it was found r=0.84. It indicates tool is reliable. The tools used for this study was Self-Structured questionnaire to assess the knowledge identification of children with learning disability among primary school teachers and its demographic variables. Section 1: Demographic variables includes age in years, gender, educational qualification, area of residence, years of experience. Section 2: Self structured knowledge questionnaire regarding learning disabilities. It contains total 20 points. Very low knowledge (0-5), Low knowledge (6-10), Average knowledge (11-15), High knowledge (16-20). Data collection Procedure: Official permission was obtained from the schools and the purpose of the study was explained to the teachers by the researcher. Consent was taken and Confidentiality was assured. On 1 st day pre-test level of knowledge was assessed by using self -structured questionnaire for both the experimental and control group and video assisted teaching was given for 30mts on the second day for the experimental group. On day 7, post-test was done for both the group. Data Analysis and Interpretation: Fig 1 stated that in pre-test data represented that majority of samples 15(50%) had low knowledge, 8(27%) of the sample had very low knowledge, 6(20%) of the sample had average knowledge and 01 (3%) had high knowledge. In post-test data represented that majority of samples 21(70%) had average knowledge, 5(17%) of the sample had high knowledge, 3(10%) of the sample had low knowledge and 01 (3%) had very low knowledge. Table 1: Effectiveness of video assisted teaching on knowledge regarding identification of children with learning disability among the primary school teachers In Experimental Group. N= 30 MEAN SD DF T TEST TABLE VALUE P VALUE PRE-TEST 7.80 3.86 29 9.534 2.045 0.0025 P>0.05 POST TEST 13.00 3.47 The calculated t-value (9.534) is higher than the table value (2.045) and p value is 0.0025 at 0.05 level of significance which shows that the video assisted teaching on knowledge regarding identification of children with learning disability among the primary school teachers is effective Table 2: Comparison of Post-test level of knowledge score among primary school teacher in experimental and control group. N-60 MEAN SD DF T TEST TABLE VALUE P VALUE POST TEST Cont. Exp. Cont. Exp. 58 6.683 2.00 0.0001 P>0.05 6.03 13.00 4.44 3.87 After comparison of post test score between the control and experimental group the calculated t test value (6.683) is higher than the table value (2.00) which shows the effectiveness of the video assisted teaching. Conclusion The following conclusion could be drawn based on the findings of the study. The video assisted teaching helped in increasing the knowledge among primary school teachers regarding identification of children with learning disabilities. RECOMMENDATIONS: On the basis of the present study the following recommendations have been made for further studies. Similar study can be conducted for a larger group for a longer period. This study can be done as a comparative between rural and urban schools. After learning about their issues, teachers might adopt appropriate styles of instruction to fulfill the individual needs of dyscalculia kids. Teaching can be conducted using a variety of visual, audio, and audio-visual aids to assist students in learning the fundamental principles. Declarations Funding: This research paper received no specific grant from any funding agency in the public, commercial or not-for-profit sectors. Conflict of interest: The authors declare no competing interests. References AhujaNiraj. A short text book of psychiatry. 2 nd Edition. New Delhi. Jaypee Publishers.2002. Bhatia, M.S.Text Book of Psychiatry, 3 rd edition. New Delhi: C.B.S Publishers and Distributors.2007. Gurumani N. An Introduction to Biostatistics”. 1 st Ed. New Delhi. MJP Publishers. 2004 Lalitha K. Mental Health and Psychiatric Nursing-an Indian perspective. 2 nd edition. Bangalore. V.M.G. Book Publishers. 2007. Basavanthappa.B.T. Nursing research. 2 nd edition. Bangalore. Jaypee Publishers. 2000. Barke. Psychiatric and mental health nursing. 2 nd edition. London. Edward Arnold publishers. 2003. Hungler, B.P., &Polit, D.F. Nursing Research. 6 th Ed. Philadelphia. Lippincott. 1999. Sreevani R. A Guide to Psychiatric and Mental Health Nursing. 3 rd edition. New Delhi: Jaypee Brothers Publishers. 2009. Stuart and Sudeen. Principles and Practice of Psychiatric Nursing. London. C.V Mosby Publishers. Townsend M C. Psychiatric Mental Health Nursing. 7th edition (Indian). New Delhi, Jaypee brothers publisher. 2012. Polit and Hungler. Nursing Research Principles and methods . 5th ed. New York. J.B. Lippincott Company.2000 Polit and back. Nursing Research principals and method.11 th edition. Lippincott 2011. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4239185","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":289060500,"identity":"ae03f754-0cf0-4be1-85e2-4fde1e02bc6f","order_by":0,"name":"DARLIN PRIYA JENSI. 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These problems can make it difficult for a student to learn as quickly as someone who is not affected by learning disability. A teacher is responsible to integrate all round development of a child. Like a gardener, they provide all suitable conditions for the students‟ best growth. Children are the Nation\u0026rsquo;s supremely important asset.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSTATEMENT OF THE PROBLEM:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026ldquo;A study to assess the effectiveness of video assisted teaching on knowledge regarding identification of children with learning disability among the primary school teachers in selected school, Meerut\u0026rdquo;.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOBJECTIVES OF THE STUDY:\u003c/strong\u003e\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eTo assess the pre-test level of knowledge regarding identification of children with learning disability among the primary school teachers\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eTo evaluate the effectiveness of video assisted teaching on knowledge regarding identification of children with Learning disability among the primary school teachers\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eTo compare the pre-test and post- test level of knowledge regarding Identification of children with learning disability among the primary school teachers\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eTo find out the association between post-test knowledge score regarding identification of children with learning disability among the primary school teacher with selected demographic variables.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003eHypothesis:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eH1-\u003c/strong\u003eThe mean post test score in experimental group will be significantly higher than the pre-test score regarding identification of children with learning disability among the primary school teacher.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eH2 \u0026ndash;\u003c/strong\u003eThere will be significant association between post test score regarding identification of children with learning disability among the primary school teacher with their selected demographic variables.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Consideration:\u0026nbsp;\u003c/strong\u003eEthical clearance was obtained from the university ethical committee. The permission received from the concerned authority in the primary schools to conduct the study. Written consent obtained from the teachers after explaining the purpose of the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConceptual Framework\u003c/strong\u003e: \u0026apos;\u0026apos; J.W. Kenny\u0026apos;s opened system model\u0026quot; was used in this study.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eAn evaluative research approach , quasi-experimental non-equivalent control group post-test design and Non \u0026ndash; probability purposive sampling technique was used in the study. Settings \u0026ndash;\u0026nbsp;Primary Schools, Meerut. Samples: Primary School teachers, Meerut. Sample Size: 60. \u0026nbsp;The reliability was assessed by testing the instruments is co-relation of knowledge test was calculated by using (Kuder Richardson 20 Formula), it was found r=0.84. It indicates tool is reliable.\u003c/p\u003e\n\u003cp\u003eThe tools used for this study was Self-Structured questionnaire to assess the knowledge identification of children with learning disability among primary school teachers and its demographic variables.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSection 1: Demographic variables includes age in years, gender, educational qualification, area of residence, years of experience.\u003c/p\u003e\n\u003cp\u003eSection 2: Self structured knowledge questionnaire regarding learning disabilities. It contains total 20 points. Very low knowledge (0-5), Low knowledge (6-10), Average knowledge (11-15), High knowledge (16-20).\u003c/p\u003e\n\u003cp\u003eData collection Procedure: Official permission was obtained from the schools and the purpose of the study was explained to the teachers by the researcher.\u0026nbsp;Consent was taken and Confidentiality was assured. On 1\u003csup\u003est\u003c/sup\u003e day pre-test level of knowledge was assessed by using self -structured questionnaire for both the experimental and control group and video assisted teaching was given for 30mts on the second day for the experimental group. On day 7, \u0026nbsp;post-test was done for both the group.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis and Interpretation:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFig 1 stated that in\u0026nbsp;pre-test\u0026nbsp;data\u0026nbsp;represented\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ethat\u0026nbsp;majority of\u0026nbsp;samples\u0026nbsp;15(50%)\u0026nbsp;had\u0026nbsp;low\u0026nbsp;knowledge, 8(27%) of the sample had very low knowledge, 6(20%) of the\u0026nbsp;sample\u0026nbsp;had average\u0026nbsp;knowledge\u0026nbsp;and 01\u0026nbsp;(3%) had\u0026nbsp;high knowledge. In post-test data represented\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ethat majority of samples 21(70%) had average\u0026nbsp;knowledge, 5(17%) of the sample had high knowledge, 3(10%) of the sample\u0026nbsp;had\u0026nbsp;low knowledge\u0026nbsp;and\u0026nbsp;01 (3%) had very\u0026nbsp;low knowledge.\u003c/p\u003e\n\u003ch4\u003eTable 1: Effectiveness of video assisted teaching on knowledge regarding identification of children\u0026nbsp;\u003cbr\u003ewith learning disability among the primary school teachers In Experimental Group. N= 30\u003c/h4\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"18.288590604026847%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.268456375838927%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eMEAN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.416107382550335%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eSD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.248322147651006%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eDF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.429530201342281%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eT\u0026nbsp;TEST\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.583892617449665%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTABLE\u0026nbsp;VALUE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.765100671140939%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eP\u0026nbsp;VALUE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"18.288590604026847%\" valign=\"top\"\u003e\n \u003cp\u003ePRE-TEST\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.268456375838927%\" valign=\"top\"\u003e\n \u003cp\u003e7.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.416107382550335%\" valign=\"top\"\u003e\n \u003cp\u003e3.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.248322147651006%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.429530201342281%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e9.534\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.583892617449665%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e2.045\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.765100671140939%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e0.0025\u003c/p\u003e\n \u003cp\u003eP\u0026gt;0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"39.78102189781022%\" valign=\"top\"\u003e\n \u003cp\u003ePOST\u0026nbsp;TEST\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.21167883211679%\" valign=\"top\"\u003e\n \u003cp\u003e13.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.00729927007299%\" valign=\"top\"\u003e\n \u003cp\u003e3.47\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe calculated t-value (9.534) is higher than the table value (2.045) and p value is 0.0025 at 0.05 level of significance which shows that the video assisted teaching on knowledge regarding identification of children with learning disability among the primary school teachers is effective\u003c/p\u003e\n\u003ch4\u003eTable 2: Comparison of Post-test level of knowledge score among primary school teacher in experimental and control group. N-60\u003c/h4\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"10.915492957746478%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.838028169014084%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMEAN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.781690140845072%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.450704225352112%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.619718309859154%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eT\u0026nbsp;TEST\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.37323943661972%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTABLE\u0026nbsp;VALUE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.02112676056338%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eP\u0026nbsp;VALUE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"10.915492957746478%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003ePOST\u0026nbsp;TEST\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.507042253521126%\" valign=\"top\"\u003e\n \u003cp\u003eCont.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.330985915492958%\" valign=\"top\"\u003e\n \u003cp\u003eExp.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.80281690140845%\" valign=\"top\"\u003e\n \u003cp\u003eCont.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.97887323943662%\" valign=\"top\"\u003e\n \u003cp\u003eExp.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.450704225352112%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.619718309859154%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e6.683\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.37323943661972%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e2.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.02112676056338%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e0.0001\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eP\u0026gt;0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.96153846153846%\" valign=\"top\"\u003e\n \u003cp\u003e6.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.48076923076923%\" valign=\"top\"\u003e\n \u003cp\u003e13.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.03846153846154%\" valign=\"top\"\u003e\n \u003cp\u003e4.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e3.87\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAfter comparison of post test score between the control and experimental \u0026nbsp;group the calculated \u0026nbsp; \u0026nbsp;t test value (6.683) is higher than the table value (2.00) which shows the effectiveness of the video assisted teaching.\u003c/p\u003e"},{"header":"Conclusion ","content":"\u003cp\u003eThe following conclusion could be drawn based on the findings of the study. The video assisted teaching helped in increasing the knowledge among primary school teachers regarding identification of children with learning disabilities.\u003c/p\u003e\n\u003ch5\u003e\u003cstrong\u003eRECOMMENDATIONS:\u003c/strong\u003e\u003c/h5\u003e\n\u003cp\u003eOn the basis of the present study the following recommendations have been made for further studies. Similar study can be conducted for a larger group for a longer period. This study can be done as a comparative between rural and urban schools. After learning about their issues, teachers might adopt appropriate styles of instruction to fulfill the individual needs of dyscalculia kids. Teaching can be conducted using a variety of visual, audio, and audio-visual aids to assist students in learning the fundamental principles.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThis research paper received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest:\u003c/strong\u003e The authors declare no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAhujaNiraj. A short text book of psychiatry. 2\u003csup\u003end\u003c/sup\u003e Edition. New Delhi. Jaypee Publishers.2002. \u003c/li\u003e\n\u003cli\u003eBhatia, M.S.Text Book of Psychiatry, 3\u003csup\u003erd\u003c/sup\u003e edition. New Delhi: C.B.S Publishers and Distributors.2007.\u003c/li\u003e\n\u003cli\u003eGurumani N. An Introduction to Biostatistics\u0026rdquo;. 1\u003csup\u003est\u003c/sup\u003e Ed. New Delhi. MJP Publishers. 2004\u003c/li\u003e\n\u003cli\u003eLalitha K. Mental Health and Psychiatric Nursing-an Indian perspective. 2\u003csup\u003end\u003c/sup\u003e edition. Bangalore. V.M.G. Book Publishers. 2007. \u003c/li\u003e\n\u003cli\u003eBasavanthappa.B.T. Nursing research. 2\u003csup\u003end\u003c/sup\u003e edition. Bangalore. Jaypee Publishers. 2000. \u003c/li\u003e\n\u003cli\u003eBarke. Psychiatric and mental health nursing. 2\u003csup\u003end\u003c/sup\u003e edition. London. Edward Arnold publishers. 2003.\u003c/li\u003e\n\u003cli\u003eHungler, B.P., \u0026amp;Polit, D.F. Nursing Research. 6\u003csup\u003eth\u003c/sup\u003e Ed. Philadelphia. Lippincott. 1999. \u003c/li\u003e\n\u003cli\u003eSreevani R. A Guide to Psychiatric and Mental Health Nursing. 3\u003csup\u003erd\u003c/sup\u003eedition. New Delhi: Jaypee Brothers Publishers. 2009. \u003c/li\u003e\n\u003cli\u003eStuart and Sudeen. Principles and Practice of Psychiatric Nursing. London. C.V Mosby Publishers. \u003c/li\u003e\n\u003cli\u003eTownsend M C. Psychiatric Mental Health Nursing. 7th edition (Indian). New Delhi, Jaypee brothers publisher. 2012.\u003c/li\u003e\n\u003cli\u003ePolit and Hungler. Nursing Research Principles and methods\u003cstrong\u003e. \u003c/strong\u003e5th ed. New York. J.B. Lippincott Company.2000\u003c/li\u003e\n\u003cli\u003ePolit and back. Nursing Research principals and method.11\u003csup\u003eth\u003c/sup\u003e edition. Lippincott 2011.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Swami Vivekanand Subharti University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"knowledge, identification, learning disability, primary school teachers","lastPublishedDoi":"10.21203/rs.3.rs-4239185/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4239185/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eStatement of the Problem: \u003c/strong\u003eA study to assess the effectiveness of video assisted teaching on knowledge regarding identification of children with learning disability among the primary school teachers in selected school, Meerut, U.P. \u003cstrong\u003eObjectives:\u003c/strong\u003e 1. To assess the pre-test level of knowledge regarding identification of children with learning disability among the primary school teachers, 2. To evaluate the effectiveness of video assisted teaching on knowledge regarding identification of children with Learning disability among the primary school teachers,\u003c/p\u003e\n\u003cp\u003e3. To compare the pre-test and post- test level of knowledge regarding identification of children with learning disability among the primary school teachers, 4. To find out the association between post-test knowledge score regarding identification of children with learning disability among the primary school teachers with selected demographic variables. \u003cstrong\u003eMethods: \u003c/strong\u003eA quasi experimental study was done on 60 primary school teachers ,30 in both experimental and control group selected by non-probability purposive sampling technique. Data was collected by using self Structured questionnaire on identification of children with learning disability and self Structured questionnaire on learning disability pre-test and post-test was taken from both experimental and control group, pre-test and post-test was taken from both experimental and control group, video assisted teaching was given only in experimental group.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults: \u003c/strong\u003eFinding revealed that administered of video assisted teaching to experimental group improve the knowledge regarding identification of children with learning disability among the primary school teachers the knowledge score of participants in pre- test majority of primary school teachers .majority of samples 15(50%) had low knowledge, 8(27%) of the sample had very low knowledge, 6(20%) of the sample had average knowledge and 01 (3%) had high knowledge In post-test data represented that majority of samples 21(50%) had average knowledge, 5(17%) of the sample had high knowledge, 3(10%) of the sample had low knowledge and 01 (3%) had very low knowledge.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eThe study concluded that video assisted teaching was effective to improve the knowledge regarding identification of children with learning disability among the primary school teachers in selected school, Meerut\u003c/p\u003e","manuscriptTitle":"The Effectiveness of Video Assisted Teaching on Knowledge Regarding Identification of Children With Learning Disability Among the Primary School Teachers , Meerut","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-04-10 16:22:36","doi":"10.21203/rs.3.rs-4239185/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5270efd5-f7c8-4229-a310-31828a7c384f","owner":[],"postedDate":"April 10th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":30486585,"name":"Nursing"}],"tags":[],"updatedAt":"2024-04-10T16:22:36+00:00","versionOfRecord":[],"versionCreatedAt":"2024-04-10 16:22:36","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4239185","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4239185","identity":"rs-4239185","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}