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Heena Naruka
Mustafa Usmanbhai Mansuri
Vijay Singh Rawat
This study aime d to evaluate the effectiveness of an awareness program on improving primary school teachers' knowledge and attitudes regarding Attention Deficit Hyperactive Disorder (ADHD). A total of 50 primary school teachers participated in a pre-test and post-test assessment using structured questionnaires to measure their knowledge and attitude levels before and after the awareness intervention. The findings revealed a significant improvement in both knowledge and attitudes following the program. In the knowledge ass essment, the mean pre -test score of 13.48 (SD = 2.55) rose to a mean post -test score of 28.74 (SD = 1.47), yielding a mean difference of 15.26 with a highly significant t -value of 37.87 (p < 0.05). Similarly, the attitude scores demonstrated substantial gr owth, with pre -test mean scores of 36.52 (SD = 4.23) increasing to 82.65 (SD = 1.23) in the post -test, resulting in a mean difference of 6.13 and a t - value of 38.766, confirming the effectiveness of the awareness program in fostering favorable attitudes toward ADHD among teachers. An analysis of associations between pre-test knowledge and attitude levels with selected demographic variables showed no significant associations, suggesting that initial knowledge and attitude levels were independent of demograph ic factors like age, gender, and professional experience. In conclusion, the study supports the hypothesis that an awareness program can significantly enhance primary school teachers’ knowledge and attitudes toward ADHD, underscoring the importance of educ ational interventions in promoting better understanding and acceptance of ADHD in school settings.
Keywords: Effectiveness; Knowledge; Attitude; Awareness programmeme; Primary school teachers; Attention deficit hyperactive disorder