A Study to Assess the Effectiveness of Structured Teaching Program on Knowledge of School Phobia Among the Parents of Primary School Children at Pilani, Rajasthan

Abstract

Introduction: In the years of early childhood and elementary school his self-esteem network broadly includes teachers and peers as an important mirror. If thing are going well in the expanded network, the child will feel accepted and acceptable and this will buy him in his efforts. Whether a child or adult, we are dependent upon our relationships to provide with a sense of well-being and to support as in our times of need. (APA, 1994) defined school phobia as the “child experiences higher anxiety than expected and repeatedly avoids going alone to school or some where else other than the house. Methodology: A pre-experimental design was employed by using convenience sampling technique. Data was collected from50 parents of primary school children in Pilani Jhunjhunu. Data was collected before and after the intervention of structured teaching program. Results: The results revealed that Out of 50 samples, the researcher found that 21(42%) had inadequate knowledge and 29 (58%) had moderately adequate knowledge before intervention. A structure teaching program was conducted in the sample. After a period of one week posttest was done, the analysis revealed that 11 (22%) had adequate knowledge regarding school phobia, 30(60%) had moderately adequate knowledge regarding school phobia and 9(18%) had inadequate knowledge regarding school phobia after intervention. The analysis revealed that the mean score between pre- and post-assessment level of knowledge on school phobia among the parents of primary school children. Pretest mean was 16.66 and S.D. was 4.75, and the posttest mean was 21.5 and S.D. was 5.09 and the ‘t’ value was 5.14 at p<0.001 levels showing that there is a significant difference between pre- and post-assessment level of knowledge on school phobia among the parents of primary school children. The present study also reveals that teaching programme was effective in imparting knowledge on school phobia among parents of primary school children. Since there is a significant difference between pretest and posttest level of knowledge on school phobia, null hypothesis H₀ was rejected. Conclusion: The Structured Teaching Program has an effect on the level of knowledge regarding school phobia among the parents of primary school children. So that parents have a virtual role in minimizing the school phobia and maximizing the school attendance of their children.