Publication:

Effectiveness of a self-instructional module in enhancing pre-service teacher trainees’ knowledge and attitudes towards children with Attention-Deficit Hyperactivity Disorder (ADHD): a multicentre study

Background Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder affecting children’s academic, behavioural, and social functioning. Teachers play a vital role in early identification and classroom management of children with ADHD; however, inadequate knowledge and negative attitudes among teacher trainees remain a concern. This study evaluated the effectiveness of a Self-Instructional Module (SIM) in improving knowledge and attitudes regarding ADHD among pre-service teacher trainees.

Methods A multicentric pre-experimental one-group pre-test-post-test study was conducted among 203 pre-service teacher trainees selected through simple random sampling from teacher-training institutions in Tamil Nadu, South India. Data were collected using a structured knowledge questionnaire and a five-point Likert attitude scale before and after administration of the SIM. Data were analysed using descriptive and inferential statistics.

Results The mean post-test knowledge score significantly increased from 9.84±2.31 to 16.27±2.08 (t=24.63, p<0.001). The mean attitude score also improved significantly from 61.72±7.85 to 81.64±6.93 (t=20.17, p<0.001). A positive correlation was observed between knowledge and attitude scores both before (r=0.46) and after intervention (r=0.58).

Conclusions The Self-Instructional Module was effective in improving knowledge and fostering positive attitudes towards children with ADHD among pre-service teacher trainees. Incorporating structured ADHD education into teacher-training curricula may promote inclusive educational practices.