Effectiveness of Video-assisted Teaching Program on Learning Disabilities of School Children Among Primary School Teachers in Selected Schools of Palvoncha

Abstract

This study was aimed to assess the effectiveness of video-assisted teaching program on learning disabilities of school children
among primary school teachers in selected schools. Quantitative research approach with one group pre-test and post-test
research design was adopted for this study. Multistage cluster sampling technique was used to select the participants
(n = 60). Primary school teachers of selected schools at Palvoncha were selected for the study. Self-structured questionnaire
was administered as a tool and the collected data was analyzed. The results revealed that in the pre-test, among 60 subjects,
53 (88.3%) of the teachers had inadequate knowledge, 5 (8.3%) had moderate level of knowledge and 2 (3.3%) had adequate
level of knowledge regarding learning disabilities. After video-assisted teaching program, post-test was conducted. In that,
majority 50 (83.3%) had moderate level of knowledge and 10 (17%) had adequate level of knowledge regarding learning
disabilities. This shows definite gain of knowledge after video-assisted teaching program. The mean obtained for pre-test
knowledge on learning disabilities was 10.00 and standard deviation was 4.43. The mean for post-test knowledge was 21.00
and standard deviation was 2.04. This inference clearly shows that there was an improvement in knowledge on learning
disabilities among primary school teachers. So, conducting video-assisted teaching program brought an improvement in the
primary school teachers’ knowledge on learning disabilities. The gained knowledge will help them with early identification
of learning disabilities among school children and they would be able to provide better remediation for the children who
are learning disabled as well as they can guide the parents too