ABSTRACT OF PLAN OF THESIS

Title A Quasi - experimental study to assess the

effectiveness of educational programme on
knowledge regarding learning disabilities among
teachers in selected schools, Hoshiarpur, Punjab.

Degree Master of Science in Nursing

Psychiatric (Mental Health) Nursing

Name of the candidate Ms. Deeksha

M.Sc. (N) 1st year

Supervisor Dr. Ramanjit
Professor,
Shri Guru Ram Das College of Nursing
Hoshiarpur, Punjab , India

Co-supervisor Mrs. Varinder Kaur

Assistant Professor
Shri Guru Ram Das College of Nursing
Hoshiarpur, Punjab , India

Institute Shri Guru Ram Das College of Nursing

Hoshiarpur-146001, Punjab, India

University Baba Farid University of Health Sciences, Faridkot,

Punjab ,India

A Quasi experimental study to assess the effectiveness of educational programme on

knowledge regarding learning disabilities among teachers in selected schools,
Hoshiarpur, (Punjab).A quasi experimental non-equivalent control group design will be
used in the study. The study will be conducted on 80 teachers in selected private and
Govt. schools Hoshiarpur (Punjab).The tool for data collection will be developed in two
sections i.e. section-I: socio demographic variables such as age, experience,
qualification, type of schools, source of information, and section –II: self structured
questionnaire to assess the knowledge among teachers. The collected data will be
analyzed and interpreted by using descriptive and inferential statistics.
ABSTRACT OF PLAN OF THESIS
Title A Quasi - experimental study to assess the
 effectiveness of educational programme on
knowledge regarding learning disabilities among
teachers in selected schools, Hoshiarpur, Punjab.

Degree Master of Science in Nursing

Psychiatric (Mental Health) Nursing

Name of the candidate Ms. Deeksha

M.Sc. (N) 1st year

Supervisor Dr. Ramanjit
Professor,
Shri Guru Ram Das College of Nursing
Hoshiarpur, Punjab , India

Co-supervisor Mrs. Varinder Kaur

Assistant Professor
Shri Guru Ram Das College of Nursing
Hoshiarpur, Punjab , India

Institute Shri Guru Ram Das College of Nursing

Hoshiarpur-146001, Punjab, India

University Baba Farid University of Health Sciences, Faridkot,

Punjab ,India

A Quasi experimental study to assess the effectiveness of educational programme on

knowledge regarding learning disabilities among teachers in selected schools,
Hoshiarpur, (Punjab).A quasi experimental non-equivalent control group design will be
used in the study. The study will be conducted on 80 teachers in selected private and
Govt. schools Hoshiarpur (Punjab).The tool for data collection will be developed in two
sections i.e. section-I: socio demographic variables such as age, experience,
qualification, type of schools, source of information, and section –II: self structured
questionnaire to assess the knowledge among teachers. The collected data will be
analyzed and interpreted by using descriptive and inferential statistics.
A QUASI - EXPERIMENTAL STUDY TO ASSESS THE
EFFECTIVENESS OF EDUCATIONAL PROGRAMME
ON KNOWLEDGE REGARDING LEARNING
 DISABILITIES AMONG TEACHERS
IN SELECTED SCHOOLS,
HOSHIARPUR,
PUNJAB

A synopsis
Submitted for partial fulfillment of the requirement for the degree
of

MASTER OF SCIENCE IN NURSING

Psychiatric (MENTAL HEALTH) Nursing

of
Baba Farid University Of Health Sciences,

Faridkot, Punjab

2020
Deeksha

Shri Guru Ram Dass College of Nursing

Hoshiarpur- 146001, Punjab, India

A QUASI - EXPERIMENTAL STUDY TO ASSESS THE

EFFECTIVENESS OF EDUCATIONAL PROGRAMME
ON KNOWLEDGE REGARDING LEARNING
 DISABILITIES AMONG TEACHERS
IN SELECTED SCHOOLS,
HOSHIARPUR,
PUNJAB

A synopsis

Submitted for the partial fulfillment of the requirement for the degree of

MASTER OF SCIENCE IN NURSING

Psychiatric (MENTAL HEALTH) Nursing

Of
Baba Farid University of Health Sciences,
Faridkot, Punjab
2020

Deeksha

Supervisor Co-Supervisor

Dr. Ramanjit Mrs. Varinder Kaur

Professor Assistant Professor
Shri Guru Ram Dass College of Shri Guru Ram Dass College of
Nursing, Hoshiarpur, Punjab Nursing, Hoshiarpur, Punjab

Shri Guru Ram Dass College of Nursing

Hoshiarpur 146001, Punjab.
TABLE OF CONTENT
S.NO CONTENT PAGE NO
I. BACKGROUND OF THE STUDY 1-5
 Introduction 1-2
 Need of the study 2-3
 Statement of the problem 3
 Aim of the study 3
 Objectives 3
 Operational definition 4
 Hypothesis 4
 Delimitations 4
II. REVIEW OF LITERATURE 6-7
III. METHODOLOGY 8-10
 Research approach 8
 Research design 8

 Research setting 8

 Target population 8
8
 Sample and sampling technique
8
 Variables
9
 Development and description of tool
9
 Criteria for sample selection
9
 Content validity of tool
9
 Pilot study
10
 Reliability of tool
10
 Description of intervention 10
 Data collection procedure 10
 Ethical consideration 10
 Plan for data analysis 10
IV. LIST OF REFERENCES 11-12
 CHAPTER I
BACKGROUND OF THE STUDY

Introduction

“Every child has a different learning style and pace. Each child is unique, not only
capable of learning but also capable of succeeding”

Today’s children are tomorrow’s responsible citizens of the world. 35 to 45 percent

constitutes the young children of total world’s population. The future of our country depends
on the health of young people. However one in 10 children and adolescents have medical
problems, below average intelligence, specific learning disorders, attention deficit
hyperactivity disorder, emotional problems, poor sociocultural home environment and
psychiatric disorders.1

Indian former President, Dr. Abdul Kalam is always talking about 'school drop outs' and is
campaigning for developing their skills. Lack of awareness about 'learning disorder' or
'dyslexia' is one of the reasons for not identifying great talent and potential in school children.
It is generally reported that approximately 5-20 percent of the children across the world suffer
from learning disorder2

Research in the area of learning disorders in India began only recently. Students have
experienced academic problems associated with learning disorders for a long time, but those
problems were ignored in the crowded classrooms. The study of learning disorders is
gradually gaining momentum as more and more students are experiencing problems in
academic and non-academic areas. Current literature in 7july, 2014 indicates that 10-14% of
the 416 million children in India have learning disorders making it the most widespread
disorder. It is estimated that India has five students with learning disorders in every average-
sized class.3

Learning disorder refers to a heterogeneous group of disorders manifested by significant

difficulties in the acquisition and use of skills such as listening, speaking, reading, reasoning,
writing or mathematical skill. LDs are intrinsic to the individual and are due to central
nervous system dysfunction. Movies like Taare Zameen Pe has enlightened the subject of
learning disorders. The movie tells the story of an eight year old, Ishaan, Awasthi, who
suffers greatly until his teacher identifies him as a dyslexic. This movie was both

1
commercially and critically acclaimed, and it bought a general awareness amongst parents
and teachers as to why some children can’t perform up to the mark. Students with learning
disorders may become so frustrated with their performance in school that by adolescent they
may feel like failure want to drop out of school or may develop behavioral problems so
learning disorders should be identified as early as possible during school years.4

Learning disability (LD) is a general term that describes specific kinds of learning problems.
A learning disability can cause a person to have trouble learning and using certain skills. The
skills most often affected are reading, writing, listening, speaking, reasoning, and doing math.
Learning disabilities vary from person to person. One person with LD may not have the same
kind of learning problems as another person with LD. One person may have trouble with
reading and writing. Another person with LD may have problems understanding math. Still
another person may have trouble in each of these areas, as well as with understanding what
people are saying (National Dissemination Center for Children and Youth with Disabilities
[NICHCY].5

LD is a group of disorders that affects people’s ability to either interpret what they see and
hear or to link information from different parts of the brain. These limitations can show up in
many ways: as specific difficulties with spoken and written language, coordination, self-
control, or attention. Such difficulties extend to schoolwork and can impede learning to read,
write, or do math.6

Learning disability or specific learning disability is a lifelong neurodevelopmental disorder

which manifest in childhood as persistent difficulties in learning to efficiently read, write or
do simple mathematical calculations despite normal intelligence, conventional schooling,
intact hearing and vision, adequate motivation and socio-cultural opportunity . It is now
known that a learning disability is not connected to mental retardation. The learning disabled
frequently have high IQs. It is also not a single disorder, but includes disabilities in any of
areas related to reading, language and mathematics.7

Need of the study

In India around 13-14% of all school children suffer from learning disorders. These
children are labeled as failures by the society we live in but in reality it’s not that these
children who have failed but it is the education system that has failed, failed in recognizing
and helping them. As teachers are the link between the children and education system,

2
it’s their level of understanding and awareness that sets the path for these children’s
future.8
understanding and awareness that sets the path for these children’s future.
According to World Health Report, 15% of children have serious learning disabilities.
Epidemiological study of child and adolescent psychiatric disorders conducted by ICMR
indicated the overall prevalence of mental and learning disorders in Indian children to be
12.5%. Mental disorders account for 5 of the top 10 leading causes of disability in the world
for children above 5 years of age. Besides the increase in number of children seeking help for
emotional problems, over the years, the type of problems has also undergone a tremendous
change.9

Indian journal and medical science stated that children with learning disabilities and co-
occuring ADHD need to identified at an early age to prevent poor school performance and
behavioral problems.10

Learning disability is a term that refers to a group of disorders in listening, speaking, reading,
writing and mathematics. Learning disabilities were thought to be rare but statistics in India
shows that 13%-14% of children are affected by this handicap. The world over 10 out every
100 school children are said to suffer from learning disabilities. Nearly 3 million students
receive special education services every year and of those halves are diagnosed with learning
disabilities, which is 15% of US population 3. Today, almost 3 million school age students
receive special education services because of learning disabilities. Unfortunately, most
schools fail to lend a sympathetic ear to their problems. As a result these children are branded
as failures11.

Current legislation for learning disability in India a SLD certificate with a LD assessment
and IQ assessment report from a psychiatrist who held a rank above of Assistant Surgeon
Current Legislations for Learning Disabilities in India and Future Prospects 91 in any
Government Hospital was valid in Kerala. The report needed to specify the deficit
(dysgraphia/dyscalculia/dyslexia) and be countersigned by the DEO. The request for an
assessment and later submission for provisions must be made by the school principal. Due to
some discrepancies, this system is being reviewed this year.12

Nurses play a pivotal role in prevention and in this context also the ability of the nurse to
assess the school teachers level of knowledge regarding learning disability ensures prevention
of complications related to learning disability. Thus the researcher’s aims to assess the

3
knowledge of teachers in primary schools in order to develop an information regarding
learning disabilities which can be further used as a reference by teachers in future.

Problem Statement

A Quasi - experimental study to assess the effectiveness of educational programme on

knowledge regarding learning disabilities among teachers in selected schools Hoshiarpur,
Punjab.

Aim of the Study

To assess the knowledge regarding learning disabilities among teachers in selected
schools Hoshiarpur, Punjab.

Objectives of the study

1. To assess the level of knowledge regarding learning disabilities among teachers in

experimental and control group.

2. To compare the level of knowledge regarding learning disability among teachers in

experimental and control group.

3. To find the association of knowledge regarding learning disabilities among teachers

with selected socio - demographic variables in experimental and control group.

Operational Definitions

1 Knowledge: It refers to teacher’s awareness regarding learning disabilities, its causes,

symptoms, identification, management as measured by self structured questionnaire.

2 Learning disabilities: It refers to students who face difficulty in understanding solving

arithmetic problems, writing disabilities, difficulty in understanding language as measured
by self structured questionnaire.

Hypothesis
 H0 There will be no statistical significant difference in the post test score of
knowledge among teachers between experimental and control group as measured by
self structured questionnaire at P<0.05 level of significant.

 H1 There will be statistical significant improvement in knowledge among teachers

after receiving educational programme in experimental group as compared to control
group as measured by self structured questionnaire at P<0.05 level of significant.
4
Delimitations:

The study will be limited to

1. Primary School teachers of selected schools, Hoshiarpur.
2. Teachers who have more then two years of experience in teaching.

CHAPTER II

Review of Literature

The studies reviewed for the present study is organized under the following headings

5
 A. Review of literature related to behavioural problems associated with learning
disabilities.
B. Review of literature related to Knowledge of school teachers regarding learning
disabilities.

A. Review of literature related to behavioural problems associated with learning

disability

A study was conducted to investigate teacher perceptions about learning disabilities in the
public schools of slum areas of Chandigarh, India. A purposive sampling technique was
adopted to obtain a sample of 80 teachers from 103 schools there. A cross-sectional
questionnaire was used to measure the teachers’ perceptions regarding learning disabilities. It
was found that 56.3% of them were aware of learning disabilities and approximately 68% of
respondents believed that they did encounter such children in school.13

A study conducted on learning and behavioral disorders in Singaporean children based on

parent, teacher and child reports. The Child Behavior Checklist (CBCL), Teacher Rating
Form (TRF) and child report questionnaires for depression and anxiety were administered to
a community sample of primary school children. 60 Parents of a sub-sample of 203 children
underwent a structured clinical interview. The result was that higher prevalence of learning
and behavioral problems was identified by CBCL (12.5 percent) than by TRF (2.5 percent).
According to parent reports, higher rates of internalizing problems (12.2 percent) compared
to externalizing problems (4.9 percent), were found. Correlations between child-reported
depression and anxiety, and parent and teacher reports were low to moderate, but were better
for parent reports than for teacher reports.14

A study was conducted on 957 school children aged 9-11 years from an urban area of
Ludhiana, India to assess the prevalence of learning disabilities. The study was conducted in
two stages. In the first stage, a screening method ‘response to intervention’ was used to detect
common 14
learning difficulties in children. Based on the screening method results and parents'
interviews, 45.6% of the children were estimated to have learning disabilities, of which
36.5% had significant problems. Conduct disorders (5.4%), Hyperkinetic syndrome (12.9%),
scholastic under achievement (17%), and enuresis (20.3%) were detected to be the main pre-

6
disposing factors in children. Close co-operation between school teachers, parents, and health
care providers is suggested to ensure healthy development of children.15.
B. Review of literature related to knowledge of school teachers regarding learning
disabilities

A study done in Mangalore among 75 school teachers regarding effectiveness of self

instructional module of learning disabilities of school children on school teachers revealed
that 52% teachers have poor knowledge and only 2% have good knowledge16.

A study found that 67% of teachers had no understanding about learning disabilities among
primary school children, 20% of them had a very low level of understanding and only 12%
knew about specific learning disabilities in the Haridwar region. A study conducted to
investigated a sample of 38 school teachers to explore a teacher training program’s
effectiveness for their understanding and knowledge about specific learning disabilities. By
using convenient sampling technique and a quasi-experimental study, they found such teacher
training programs played a significant role in increasing the level of knowledge about
learning disabilities among primary school teachers in Bhainyawala, Dehradun.17

A study conducted to assess the knowledge of primary school teachers about learning
disabilities and their prevention among children in Bangalore. A self-administered structured
questionnaire was prepared and administered to 50 primary school teachers between the First
to Seventh standard based on a purposive sampling technique. The outcome was that teachers
did acquire adequate knowledge regarding learning disabilities. According to Karande,
Sholapurwala and Kulkarni (2011), 15% of school children were affected by learning
disabilities in India. Although the government has carried out various awareness campaigns
over the last decade, much is needed to be done to achieve an ideal scenario. For this,
teachers will play a vital role, so proper training is required for screening for learning
disability in primary school. School management should offer structured teaching programs
and employ special instructors to ensure that children receive regular remedial education.18

CHAPTER III
METHODOLOGY

Research Approach- A Quantitative research approach will be used.

7
Research Design- A Quasi experimental non- equivalent control group design will be used.

E 01 X O2

C 01 O2

 E - Experimental group
 C - Control group
 O1- Pre-test
 X - Educational programme
 O2- Post-test

Research Setting
The study will be conducted in selected schools (Government and private) in Hoshiarpur,
Punjab.
Target Population
The target population will be primary school teachers fulfilling the inclusion and exclusion
criteria from selected schools of district Hoshiarpur, Punjab.
Sample and sampling technique
80 teachers will be selected by using convenient sampling technique.
Variables
 Independent variable - Educational programme
 Dependent variable - Knowledge
 Demographic variables - Age, experience, qualification, type of schools,
source of information.

Development and description of Tool

Section I: Socio - demographic variables such as age, experience, qualification , type of
schools, source of information.
Section II: Self structured questionnaire to assess the knowledge among teachers.

8
Criteria for sample selection
Inclusion criteria
1. Both govt. and private primary school teachers will be included.
2. Both male and female teachers will be included.
Exclusion criteria
1. Teachers who are on deputation.
2. Teachers who are not willing to participate.
Content Validity of tool
Content validation of tool will be established by obtaining the valuable opinions and
suggestions from the field of Psychiatric (Mental Health) Nursing and experts of various
fields.

Pilot Study – Pilot study will be conducted to ensure reliability of tool and feasibility of
study on 1/10th i.e. 8 samples after the development of the tools in month of Feb, 2021.
Reliability of the tool
It will be measured by Karl Pearson’s coefficient correlation formula.
Description of interventions
 Step-I: Pre Preparation
In the pre, preparation the permission will be taken from selected schools and
Sinformed consent from the participants will be obtained. The pre-test will be taken
from selected subjects.
 Step-II: Plan of action
The teachers will receive educational programme regarding learning disability.
 Step-III: After procedure
After 15 days of educational programme, post-test will be taken.
Data collection procedure
Data collection will be done in the month of March 2021.Written permission will be
obtained from selected schools for conduction of study. The purpose of the study will be
explained and informed consent will be taken from the study participants.
Ethical consideration
 Approval will be taken from the ethical and research committee of institution.
 Permission will be taken from the principles of selected schools.
 Written informed consent will be taken from individual subject.

9
  Confidentiality of the information will be maintained.

Plan for data analysis

Analysis and interpretation of data will be done according to the objectives by using
descriptive and inferential statistics i.e by calculating percentage, mean, median, standard
deviation, t-test, ANOVA to find out the relationship and significant difference in
effectiveness of educational programme on knowledge regarding learning disabilities among
teachers.

LIST OF REFERENCES
1. Ramaa.S. Two decades of research on learning disabilities in India. International journal
of science and research Dyslexia.2007 (6) 268-283.vol 3 issue.

10
2. Karande S. Kulkarni M. Poor school performance. Indian Journal Pediatric. International
journal of science and research 2005 Nov; 72(11):961-62.
3. Karande S. Sawant S. Kulkarni M. Galvankar P. Sholapurwala R.Comparison of
cognition abilities between groups of children with specific learning disability. Indian
Journal of Medical Sciences.2005 (3):95-103
4. Jose J. Learning disability – a growing concern for parents. International journal of
science and research. Health Action 2009 Jun; 7-8. Volume 3 Issue 7, July 2014
www.ijsr.net Licensed Under Creative Commons Attribution CC BY.
5. National Association of special education Teachers. National Dissemination center for
children and youth with disabilities. Introduction to learning disability. (2014) naset.org
http://www.naset.org/.
6. National Association of special education Teachers. National Dissemination center for
children and youth with disabilities. (2014) naset.org http://www.naset.org/.
7. Julie M. David. Kannan Balakrishnan. A New Decision Tree Algorithm for Prediction of
Learning Disabilities. Journal of Engg., Taylor's University, Malaysia. (Accepted for
publication, 8(3). June 2013).
https://shodhganga.inflibnet.ac.in/bitstream/10603/7980/9/09_chapter%201.pdf.
8. Campbell J. Gilmore L. & Cuskelly M. (2003). Changing student teachers' attitudes
towards disability and inclusion. Journal of Intellectual & Developmental Disability,
28(4), 369-379. https://www.researchgate.net/publication.
9. S.Srinath, SC Girimaji, Indian Journal Of Medical Research. http://medind.nic.in.
10. Sunil Karande, Nitin Satam. Indian Journal of Medical Sciences. Indian J Med Sci. Vol.
61, No. 12, December 2007www.indianjmedsi.org.
11. Sakhuja S. Education for all and learning disabilities in India. [Online]. 2004. (Cited
2010); Available from: URL: http://sspeonline.org/article.
12. Sandhu.P. Legislation and current provisions for specific learning Disabilities in India.
Journal of Disability studies. Vol.1,no.2.pp85-88.
13. Moothedath and Vranda (2015). Learning disabilities concept and identification: Primary
teachers' perspectives in Saudi Arabia. International Journal of Social Science and
Humanity.Vol. 9, No. 1; 2019 http://doi.org/10.5539/jedp.v9n1p9
14. Woo. B. S, et. al., (2007). A study to Assess the Effectiveness of Structured Teaching
Programme on Knowledge Regarding Learning Disabilities Among School Teachers at
Selected Schools, Kerala. http//learning%20disability%20study%20kerla%20study.pdf.

11
15. Indira Gupta et. Al (2001). Prevalence of behavioral disorder in school children. Indian
Journal of pediatrics, 68(4), 323-326.
16. Bincymol S. Effectiveness of self instructional module on learning disabilities of school
children for school teachers in selected schools at Mangalore. PG dissertation. Rajeev
Gandhi University . 2007 (unpublished)
17. Shukla and Agarwal (2014) Williams et al. (2013). Assessing Primary School Teachers’s
Knowledge of Specific Learning Disabilities. Journal of Educational and Developmental
Psychology; Vol. 9, No. 1; 2019.Available at http://doi.org/10.5539/jedp.v9n1p9.
18. Natekar (2012). Karande, Sholapurwala, and Kulkarni (2011). Assessing Primary School
Teachers’s Knowledge of Specific Learning Disabilities. Journal of Educational and
Developmental Psychology; Vol. 9, No. 1; 2019.Available at
http://doi.org/10.5539/jedp.v9n1p9.

12