Efficacy of Video-Assisted Teaching on Learning Needs of Children And Literacy of Attention Deficit Hyperactivity Disorder Among Teacher Trainees in South India

Abstract

Context: Traditional teaching approaches prove to be a viable alternative to video-assisted learning. Teachers are
under-informed about the illness and learning needs of children with mental disorders, notably attention deficit
hyperactivity disorder.
Aim: This study aimed to examine how effectively video-assisted teaching meets the learning needs and literacy
of attention deficit hyperactivity disorder among teacher trainees in South India.
Settings and Design: Institution-based longitudinal study.
Material and Methods: Before and one week after video-assisted teaching about ADHD, 30 randomly selected
trainee teachers were examined using questionnaires on ADHD literacy and learning need.
Statistical Analysis Used: descriptive statistics, ANOVA, and paired-samples t-test.
Results: On paired-samples t-test, there was a statistically significant difference in the score of ADHD literacy [t
(29) = -18.46, p =.001] and learning needs [t (29) = -32.66, p =.001] pre and post scores.
Conclusions: Using video-assisted teaching improves ADHD literacy and the learning needs of children.