A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding School Phobia among Mothers of Primary School Children in Selected Schools at Tumkur
Submitted by Sangeeta Rodrigues (Lecturer) and Mrs. Rabiya Banu (Associate Professor)
Tags: assessment awareness children health knowledge Mothers phobia school
RESEARCH ARTICLE
Sangeeta Rodrigues1, Mrs. Rabiya Banu2
1Lecturer, 2Associate Professor
Department of Child Health Nursing, Aruna College of Nursing, Tumkur, India
Corresponding Author: [email protected]
Abstract
Background: School phobia is a psychosocial problem among children, often leading to poor academic performance, emotional disturbances, and absenteeism. Mothers, as primary caregivers, play a crucial role in identifying and addressing school phobia, yet their knowledge about this condition is often inadequate.
Objectives: To assess the knowledge of mothers regarding school phobia among their children. To evaluate the effectiveness of a structured teaching programme on school phobia. To associate the post-test level of knowledge with selected socio-demographic variables.
Methods: An evaluative research approach with a pre-experimental one-group pre-test post-test design was used. Fifty mothers of primary school children were selected by random sampling from selected schools in Tumkur. Data were collected using a structured knowledge questionnaire. A structured teaching programme (STP) was administered, and effectiveness was assessed using descriptive and inferential statistics, including paired t test and chi-square test.
Results: In the pre-test, 58% of mothers had inadequate knowledge and 42% had moderate knowledge. None had adequate knowledge. After STP, 18% had inadequate knowledge, 60% had moderate knowledge, and 22% had adequate knowledge. The mean post-test score (21.5 ± 5.09) was significantly higher than the pre-test score (16.66 ± 4.75), with t = 5.14, p < 0.001. Chi-square analysis revealed a significant association between post-test knowledge and selected demographic variables.
Conclusion: The structured teaching programme was highly effective in enhancing the knowledge of mothers regarding school phobia. Early parental awareness can contribute to timely identification and prevention of psychological complications in school children.
Keywords: School phobia, mothers, structured teaching programme, knowledge, primary school children.
Introduction
School phobia, also referred to as school refusal, is a significant psychosocial problem among children that often leads to poor academic performance, emotional distress, and family conflicts. It is commonly associated with underlying anxiety disorders, particularly social phobia, which affects nearly 12% of the population at some point in life. Unlike other anxiety disorders, social phobia begins early, typically around the age of 13, and is almost equally prevalent in boys and girls.
Globally, children aged 5–14 years constitute nearly one-fourth of the population, with most of them attending school during this critical stage of growth and development. While school provides opportunities for learning, socialization, and personality development, it can also become a source of stress for some children. Psychological problems such as school phobia often remain unrecognized, as physical health is prioritized over mental health in many communities.
Mothers, being the primary caregivers, are in the best position to identify behavioral changes in their children. However, their ability to recognize and address issues like school phobia depends largely on their level of awareness and knowledge. Enhancing maternal knowledge through structured teaching programmes can therefore play a vital role in the early identification, timely management, and prevention of complications related to school phobia.
The present study was undertaken to assess the effectiveness of a structured teaching programme on knowledge regarding school phobia among mothers of primary school children in selected schools at Tumkur.
Methodology
Materials and Methods
- Research Approach & Design: An evaluative approach with a pre-experimental, one-group pre-test post-test design was adopted.
- Setting & Sample: The study was conducted among 50 mothers of primary school children selected by random sampling from schools in Tumkur.
- Tool: A structured knowledge questionnaire on school phobia was developed by the investigator.
Procedure
- Pre-test: Mothers’ baseline knowledge was assessed.
- Intervention: A structured teaching programme (STP) was administered.
- Post-test: Knowledge was reassessed after the intervention.
Data Analysis: Data were analyzed using descriptive statistics (frequency, percentage, mean, SD) and inferential statistics (paired t test for effectiveness, chi-square test for association with demographic variables).
Results
Table 1. Frequency and Percentage Distribution of Primary School Children’s Mothers According to Baseline Characteristics
n = 60 (as reported in the table)
| S. No | Demographic Variables | Frequency | Percentage |
|---|---|---|---|
| 1 | Age (years) | ||
| 21–25 yrs | 18 | 36% | |
| 26–30 yrs | 14 | 28% | |
| 31–35 yrs | 20 | 20% | |
| 36–40 yrs | 6 | 32% | |
| 2 | Types of family | ||
| Single | 26 | 52% | |
| Joint | 24 | 28% | |
| 3 | Religion | ||
| Hindu | 32 | 64% | |
| Christian | 12 | 24% | |
| Muslim | 06 | 12% | |
| 4 | Qualification | ||
| Primary school | 14 | 28% | |
| Middle school | 15 | 30% | |
| Higher secondary | 14 | 28% | |
| Graduate | 07 | 14% | |
| 5 | Occupation | ||
| Unemployed | 16 | 32% | |
| Teacher | 6 | 12% | |
| Factory Labour | 12 | 24% | |
| Farmer | 4 | 8% | |
| Any other | 12 | 24% | |
| 6 | Monthly income | ||
| 4000–5000 | 29 | 58% | |
| 6000–10000 | 16 | 32% | |
| 11000–15000 | 4 | 8% | |
| 16000–20000 | 01 | 2% | |
| 7 | Area of residence | ||
| Urban | 28 | 44% | |
| Rural | 22 | 56% | |
| 8 | Prior information about school phobia | ||
| Yes | 24 | 48% | |
| No | 26 | 52% |
Table 2. Pre-test and Post-test Knowledge of Subjects Regarding School Phobia
n = 50
| Level of Knowledge | Pre-Test | Post-Test | ||
|---|---|---|---|---|
| Frequency | % | Frequency | % | |
| Inadequate (<50%) | 29 | 58 | 9 | 18 |
| Moderate (50%–75%) | 21 | 42 | 30 | 60 |
| Adequate (>75%) | 0 | 0 | 11 | 22 |
Table 3. Effectiveness of Structured Teaching Programme (STP)
n = 50
| Test | Mean | S.D | t Value |
|---|---|---|---|
| Pre-test | 16.66 | 4.75 | t = 5.14 (p < 0.001) |
| Post-test | 21.5 | 5.09 |
Table represents the mean score between pre and post assessment level of knowledge on school phobia among the mothers of primary school children. Pre-test mean was 16.66 and S.D was 4.75, and the post-test 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.
Table 4. Association of Post Assessment Level of Knowledge with Demographic Variables
n = 50
| Demographic Variables | <50% | 50–75% | >75% | Chi-Square Value | |||
|---|---|---|---|---|---|---|---|
| No | % | No | % | No | % | ||
| Age in years | X2 = 33.71; d.f = 2; S*** | ||||||
| 21–25 yrs | 2 | 4% | 12 | 24% | 10 | 20% | |
| 26–30 yrs | 5 | 10% | 6 | 12% | 1 | 2% | |
| 31–35 yrs | 2 | 4% | 5 | 10% | 0 | - | |
| 36–40 yrs | 5 | 10% | 2 | 4% | 0 | - | |
| Types of family | X2 = 23.047; d.f = 2; S*** | ||||||
| Single | 4 | 8% | 24 | 48% | 7 | 14% | |
| Joint | 5 | 10% | 6 | 12% | 4 | 8% | |
| Religion | X2 = 0.93; d.f = 2; N.S | ||||||
| Hindu | 6 | 12% | 12 | 24% | 3 | 6% | |
| Christian | 2 | 4% | 8 | 16% | 1 | 2% | |
| Muslim | 1 | 2% | 10 | 20% | 7 | 14% | |
| Qualification | X2 = 25.273; d.f = 3; S* | ||||||
| Primary school | 7 | 14% | 5 | 10% | - | - | |
| Middle school | 1 | 2% | 19 | 38% | 6 | 12% | |
| Higher secondary | 1 | 2% | 5 | 10% | 4 | 8% | |
| Graduate | - | - | 1 | 2% | 1 | 2% | |
| Occupation | X2 = 25.273; d.f = 3; S* | ||||||
| Unemployed | - | - | 2 | 4% | - | - | |
| Teacher | 2 | 4% | 5 | 10% | 6 | 12% | |
| Factory labour | 6 | 12% | 18 | 36% | 2 | 4% | |
| Farmer | 1 | 2% | 13 | 26% | 3 | 6% | |
| Any other | - | - | - | - | - | - | |
| Monthly income | X2 = 24.5; d.f = 2; S*** | ||||||
| 4000–5000 | 7 | 14% | 27 | 54% | 5 | 10% | |
| 6000–10000 | 1 | 2% | 3 | 6% | 4 | 8% | |
| 11000–15000 | 1 | 2% | - | - | 2 | 4% | |
| 16000–20000 | - | - | - | - | - | - | |
| Area of residence | X2 = 1.5377; d.f = 1; N.S | ||||||
| Urban | 1 | 2% | 2 | 4% | - | - | |
| Rural | 8 | 16% | 28 | 56% | 11 | 22% | |
| Prior information of school phobia | X2 = 15.869; d.f = 1; S*** | ||||||
| Yes | - | - | 1 | 2% | 2 | 4% | |
| No | 9 | 18% | 29 | 58% | 9 | 18% | |
Key: S = significant (p < 0.05); NS = not significant (p > 0.05)
The data presented depicts that there was no statistically significant association between the pretest knowledge and selected baseline variables like religion and area of residence.
Discussion
The findings of the study showed that the structured teaching programme was effective in enhancing the knowledge of mothers regarding school phobia. Mothers’ knowledge improved significantly from pre-test to post-test, with 22% achieving adequate knowledge after the intervention compared to none at baseline.
These results are consistent with previous studies which emphasize the effectiveness of health education in improving parental awareness and reducing psychological problems in children. By empowering mothers with knowledge, early identification and management of school phobia becomes possible, thereby preventing adverse academic and emotional outcomes among children.
Conclusion
The structured teaching programme significantly improved the knowledge of mothers regarding school phobia. Educational interventions for parents can play a vital role in the early recognition and management of school phobia, contributing to better mental health outcomes in school-aged children.
Implications for Nursing Practice
- Nurses can incorporate parental education on childhood psychological problems into routine community and school health programmes.
- Structured teaching modules can be used to empower mothers for early identification of school phobia.
- The study highlights the importance of integrating mental health awareness into primary healthcare.
Declarations
Conflict of interest: The author declares this manuscript is original and has not been published elsewhere and is not under consideration by any other journals. No conflict of interest declared.
Source of funding: Self-funding.
Ethical clearance: Informed consent was obtained from the college and permission obtained from the administrator of Aruna College of Nursing, Tumkur. Ethical clearance was obtained from the institutional ethical committee.
References
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