The Knowledge Regarding Identifying Learning Difficulties of Primary School Children

Abstract

All the health care professionals must take an extensive effort to educate the people to identify the learning difficulties. Researcher felt the need of conducting the research on reduction of learning difficulties among primary school teachers as it is a major modifiable risk factor in the world. A descriptive research approach was used and the research design adopted for the present study was descriptive. The target population for the study was primary school children at selected schools in Urban and Rural Area of Greater Noida, UP. Sample size was 100 ,50 teachers in Rural Area and 50 teachers in Urban Area . The data analysis was done on the basis of objectives and hypothesis of the study. The aim of the study was to assess the knowledge of risk factors on learning difficulties in primary school children.

Introduction

I. OBJECTIVES

1. To assess the knowledge regarding identifying learning  difficulties  of  primary school children among primary school  teachers  of  rural  and  urban  primary schools.
2. To compare the knowledge regarding identifying learning difficulties of  primary school children among the primary school teachers of rural and urban primary schools.
3. To find out the  association  between  knowledge  regarding  identifying  learning difficulties of rural and urban primary school teachers with selected demographic variables.

II. METHODOLOGY

Quantitative research approach was adopted  for  this  study  and  descriptive  research design was selected  for  this  study.  The  setting  of  the  study  was  primary schools in urban and rural area, Greater Noida, U.P. The sample consists  of  50  teachers  in  urban  areas  and  50  teachers  in  rural  areas   of selected schools in Greater Noida and samples were selected by using purposive sampling technique. Knowledge of risk factor were  assessed  by  using questionnaires. The investigator developed Sister Callista  Roy  Adaptation  Model  for conceptual framework. Demographic  data  was  collected  and  knowledge  related to risk factor of learning difficulties was assessed  by  structured  questionaries’

III. RESULTS

The collected data was analyzed by using descriptive and inferential statistics. The distribution of the majority  of  the  school  teachers  from  urban  (44%) and rural (46%) were in the age group of  21-30  years,  most  of  them  females i.e., 76% of urban teachers and  82%  of  rural,  teachers,  most  of  them  were  married i.e.,  62%  of  urban teachers  and  64%  of  rural  teachers ,  majority  of them were  having  highest  qualification  of  BA.BED  i.e.,  58%  of  urban teachers and 76% of rural teachers , around 32% of  urban  teachers  were  having 8-11 years of experience and 34% of rural teachers were having 0-3 years of experience and majority of them source of information from  school  activity  i.e., 60% of urban teachers and 78% of rural teachers got information from  school  activity or school  programs.

The  distribution  of  the  subjects  according  to  that,  the mean difference of  knowledge  scores  between  urban  and  rural  school  teachers was 1.43 and the mean difference  was not  statistically  significant. 

It  shows that there was no much difference on knowledge regarding identifying  learning difficulties of school children among rural and urban Primary school teachers.

The  association  (p<0.05 significant level)  between  the  level  of   score and socio demographic variable. There is no significant association between knowledge scores with demographic variables of urban primary school teachers except for gender  (p=0.02)  and  source  of  information  (p=0.007).  Hence researcher accepted the null hypothesis (H02).

Conclusion

Its concludes that distribution of the subjects according to their Year of experience. In the Rural areas majority of the primary school teachers 17 (34 %) of them belong to the age group of 0-3 years, 10 (20%) of them belong to the age group of 4-7 years, 9 (18%) of them belong to the age group of 8-11 years and 14 (28%) above 11 years. In Urban areas majority of the primary school teachers 13 (26 %) of them belong to the age group of 0-3 years, 15 (30%) were in the age group of 4-7 years, 16 (32 %) were in the age group of 8-11 years, and 6 (12%) were in the age above 11 years. There is no significant association between level of knowledge with demographic variables

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Copyright © 2022 Sruchi Thakur, Jay Kumar Upadhyay. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.