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To Evaluate The Effectiveness Of Structured Teaching Programme On

Knowledge Regarding Dyslexia Among Primary School Teachers In Selected
Schools Of Navi Mumbai

Article · January 2022

DOI: 10.5281/zenodo.6967709

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Nilam Bhawar Vaishali Jadhav

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To Evaluate The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Dyslexia Among
Primary School Teachers In Selected Schools Of Navi Mumbai

To Evaluate The Effectiveness Of Structured Teaching Programme On

Knowledge Regarding Dyslexia Among Primary School Teachers In
Selected Schools Of Navi Mumbai

Nilam Bhawar
Clinical Instructor, Bharati Vidyapeeth College of Nursing, Navi Mumbai Khargar, India
Vaishali Jadhav
Principal, Bharati Vidyapeeth College of Nursing, Navi Mumbai Khargar, India

Abstract:

Dyslexia is the most common of the language based learning disabilities. As National
Center for Education statistics, 5% of all adults are “non-literate”, 20-25% of all adults can
only read at the lowest level, 62% of nonreaders dropped out of high school. 80% of
children with an IEP have reading difficulty and 85% of those are Dyslexic. The aim of
study is to evaluate the effectiveness of structured teaching programme on knowledge
regarding dyslexia among primary school teachers. Material and methods: The research
approach adopted for the study evaluative method to assess the objective by using Pre
experimental research design. 200 primary school teachers, 100 control and 100
experimental group data are collected from Navi Mumbai by using non-probability
purposive sampling technique. Data was collected after Pre-test followed by Structured
teaching programme and post -test on 7th day. Results: Findings related to effectiveness of
structured teaching programme mean scores- pre and post-test compared with control and
experimental group shows difference was statistically significant ( p< 0.05) , for control
group, the mean pre-test and post-test total knowledge score were 14.16 and 13.79 ,Whereas
experimental group it was 14.45 and 21.02 which shows increase in knowledge after STP.
Findings related to the association between pre interventional knowledge score and their
selected demographic variables did not shown any significant difference. Conclusion: This
indicates that structured teaching program helps to improve the on knowledge of primary
school teachers.

Keywords: Structured Teaching Programme, Knowledge Regarding Dyslexia, Primary

School Teachers, effectiveness of structured teaching programme, Dyslexia

Introduction

Teacher plays important role in student’s life. A student in early age is like blank sheet
that can be colored beautifully with the pool of teachers’ knowledge. After family, teacher
paves the foundation for student’s growth or can say they play very crucial role in foundation
of society and ultimately nation, especially for country like India which contribute majority of
younger population. So it’s clear enough, that students should be developed and encouraged
to learn in every part of country and thus teachers become architect here to mold students by
bearing responsibility on their own shoulders1. If teachers are unaware about major issues

Journal of Psychology English (2022) 230, (1), 1-9.

To Evaluate The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Dyslexia Among
Primary School Teachers In Selected Schools Of Navi Mumbai

associated with learning, there won’t be good learning for the students to develop and make
them incapable to stand on their own feet in near future.2

Dyslexia affects areas of the brain that process language. To improve child’s learning first
teacher should possess sound knowledge regarding reading and writing problems.3 People
with dyslexia could not able to pronounce the words or sentences correctly due to failing to
read correctly. It affects children differently according to their severity and majors done by
parents and teachers. Few children with dyslexia can manage to learn as they receive
excellent instructions and diagnosed early, but if not diagnosed it affects child’s self-image
and they feel low and less capable for study which leads to poor academic performance and
increases school drop outs.4

According to the National assessment of Educational Progress (NAEP), all 4th ranking
students are “below basic” reading skills are almost 38%. They are below the 40th percentile
for their stage group. Nationwide 20% of the elementary school population is struggling with
reading.5 In Mumbai, study was conducted on learning disability. Researcher included
students with difficulty in reading and writing and found that around 72.76 percent of students
got less grades due to learning problems.6
In small towns, there are lack of specialty clinics as well as trained personnel who are expert
in identification of learning difficulties specially dyslexia. Study conducted in schools of
Bikaner city involving students from grade 3rd to 5th. Students undergone the set of questions
called as screening tool for dyslexia and found 48 students suffer from dyslexia.7

Need for the Study

Exploratory study was conducted to evaluate the awareness and attitude of primary
school teachers towards learning problems in calculations at initial schooling. It feels that
learning disability is nothing but cluster of symptoms which indicates difficulties faced by
child during conventional classroom instruction. Acquiring language skills such as reading,
spelling, writing comprehension becomes difficult for children during this phase. Students
find it difficult in coping up with flow of academic curriculum and secure poor marks due to
difficulties in understanding basic concepts. As per study, such level of difficulty, which is
not identified, can result into prolonged consequences like drop out & behavioral disorders. 8

According to Dyslexia Association of India, Children with academic difficulties and with
clumsy behavior, particularly accident prone, are more likely to suffer Dyslexia compared to
normal child. International Dyslexia Association suggests few dyslexic patterns in child such
as frustration, depression, anxiety and self-doubt, low self-esteem is because of unawareness
about own learning disabilities. Such children are sensitive and fragile which can only be
managed by early diagnosis and effective knowledge on learning difficulties by teachers.

It follows from the above that all teachers need basic knowledge of the learning difficulties.
The same conclusion can be drawn from a number of studies in which it was found that
knowledge of teachers play crucial role in determining learning difficulties in early age.10

Journal of Psychology English (2022) 230, (1), 1-9.

To Evaluate The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Dyslexia Among
Primary School Teachers In Selected Schools Of Navi Mumbai

As per above literature and researcher observation in school students and teachers, it is found
that a research study can be done on teachers to enhance their knowledge about dyslexia and
to make student’s learning productive to stand them on their own feet. Researcher also has her
own experience in teaching NGO, where researcher found dyslexic child remained
undiagnosed and that lead to poor performance and academic failure made child quiet and
depressed. This researcher's curiosity compelled him to pursue this subject as a research study
in order to raise awareness, increase instructor understanding, and eventually make the
students' lives better and brighter.
Aim of the Study

The main aim of the study was to evaluate the effectiveness of structured teaching
programme on knowledge regarding dyslexia among primary school teachers in selected
schools of Navi Mumbai.

Methodology

The evaluative research approach was adopted to determine the effectiveness of a structured
teaching program on knowledge regarding dyslexia among primary school teachers. The
quasi-experimental research design that is a non-randomized control group design used to test
the hypothesis and achieve the desired objective. This study was proposed to be conducted
among primary school teachers in selected schools of Navi Mumbai. 200 samples are those
who teach in primary schools -1st to 4th standard in schools of Navi Mumbai. They were
selected by a Non-probability purposive sampling method. Even after prior appointments, if
subjects were found busy in their emergency work, care was taken not to interrupt them in
their work and again suitable time was taken.

The study tool was filled personally by interviewing the subjects. The sample characteristics
were described using frequency and percentage. Pearson’s correlation coefficient was used to
assess the effectiveness of structured teaching. The content validity and reliability of the tool
were done, which suggested that the tool was reliable. The pilot study was done on 10 control
groups and 10 experimental group samples and found that the study was feasible for the final
study. The data obtained was analyzed in terms of the objective of the study using descriptive
and inferential statistics. The plan of data analysis was developed under the excellent
direction of experts in the field nursing and statistics.

Results

Analysis of data related to demographic variables under study represents gender wise
distribution as majority female 58% and 55% of the control and experimental group
respectively. In age wise distribution of primary teachers as Out of 100 control group
participants, majority of teachers 36-45 years were 44% whereas in 100 experimental
participants, 40% were belongs 25-35 years of age.

In control group majority of 42% participants had 10-20 years of experience whereas in
experimental group 37% participants have less than 10 years of experience. 77% control
group participants and 89% of experimental group participants completed their D.Ed. whereas

Journal of Psychology English (2022) 230, (1), 1-9.

To Evaluate The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Dyslexia Among
Primary School Teachers In Selected Schools Of Navi Mumbai

23% and 11% of control and experimental group participants completed their M.Ed.
Participants in the control group worked in the private sector 100% and 80% of the
participants in the experimental group worked in the public sector and 20% in private sector.

100% of Control group teachers had 30 class strength, whereas 80% of the experimental
participants had 30 students to handle and 20% of them had 60 children in their class. 75%
and 25% of control group participants teach in English and Marathi medium respectively
whereas in experimental group 80% and 20% of participants teach in English and Marathi
medium. Awareness regarding dyslexia data shows no one of the participants had attended
any special training on dyslexia.

Experience wise distribution of primary school teachers

37 31
32
42
35
PERCENTAGE (%)

50
23
Control Group
Experimental Group

0
less than 10 10-20 yrs more than 20
years yrs
Experience

Figure 1 Experience wise distribution of primary school teachers

Findings related to the knowledge before structured teaching programme regarding dyslexia
among primary school teachers shows that there is no difference in the pretest scores between
the participants in the control group and experimental group using as Mann-Whitney u test as
the value is greater than 0.05.

Findings related to the knowledge after structured teaching programme regarding dyslexia
among primary school teachers. Level of knowledge after structured teaching programme
regarding dyslexia among primary school teachers shows that by using a Mann-Whitney test
to compare the means of two independent groups we found that there was a statistically
significant difference in the mean knowledge scores between experimental and control
groups. The p value is less than 0.05 so there is increase in knowledge after structured
teaching programme.

Domain wise analysis of knowledge after STP regarding dyslexia among primary school
teachers show meaning of dyslexia domain, experimental group had a mean score of 2.59
whereas control group had a mean score of 2.31. This difference was statistically significant
(p<0.05). For the domain type of dyslexia, experimental group had a mean score of 2.9
whereas control group had a mean score of 2.34. This difference was statistically significant

Journal of Psychology English (2022) 230, (1), 1-9.

To Evaluate The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Dyslexia Among
Primary School Teachers In Selected Schools Of Navi Mumbai

(p<0.001). For risk factor domain of dyslexia, experimental group had a mean score of 0.76
whereas control group had a mean score of 0.43. This difference was statistically significant
(p<0.001). For misconceptions of dyslexia domain, experimental group had a mean score of
0.84 whereas control group had a mean score of 0.59. This difference was statistically
significant (p<0.001). For signs and symptoms of dyslexia domain, experimental group had a
mean score of 8.05 whereas control group had a mean score of 4.03. This difference was
statistically significant (p<0.001). For management of dyslexia domain, experimental group
had a mean score of 5.87 whereas control group had a mean score of 4.03. This difference
was statistically significant (p<0.001).The means of total knowledge score was 36.15 in
experimental group and 24.81 in control group. Hence there was statistically significantly
difference in the mean scores (p< 0.001).

Table 1 Domain wise analysis of knowledge after STP regarding dyslexia among
primary school teachers

Z P
POST TEST MEAN SD
VALUE VALUE
Control 2.31 0.65
Meaning -3.088 .002
Experimental 2.59 0.51

Control 2.34 0.88

Type -4.343 .000
Experimental 2.9 0.88

Control 0.43 0.5

Risk factor -4.742 .000
Experimental 0.76 0.43

Mis- Control 0.59 0.49

-3.906 .000
conception Experimental 0.84 0.37

Signs Control 4.75 1.74

-10.799 .000
& Symptoms Experimental 8.05 1.07

Control 4.03 1.84

Management -7.229 .000
Experimental 5.87 1.32

Control 13.79 2.09

Total score -11.992 .000
Experimental 21.01 1.68

Findings related to effectiveness of structured teaching programme on knowledge regarding

dyslexia among primary school teachers are as follows: Effectiveness of STP on knowledge

Journal of Psychology English (2022) 230, (1), 1-9.

To Evaluate The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Dyslexia Among
Primary School Teachers In Selected Schools Of Navi Mumbai

regarding dyslexia among primary school teachers shows that control group, the pre-test and
post-test scores were compared with each other using Wilcoxon sign rank test and the p value
is not less than 0.05 ( p<0.05) which means that there is no difference in knowledge
statistically.

Effectiveness of STP on knowledge regarding dyslexia among primary school teachers

findings of the experimental group, there was significant increase in the post test scores of
mean. Compared the pre-test and post- test score and calculated p value by Wilcoxon rank
test. P value (p<0.05) less than 0.05 hence we can conclude that there is increase in
knowledge after structured teaching programme.

Table 2 Effectiveness of STP on knowledge regarding dyslexia among primary school

teacher’s findings of the control and experimental group

knowledge regarding
Control Group Experimental Group
dyslexia among primary
school teachers Pretest Post test Pretest Post test

Mean 14.16 13.79 14.45 21.01

SD 2.07 2.09 2.02 1.68

Z-value -1.55 -8.53

P-value 0.121 0

Effectiveness of STP on knowledge regarding dyslexia among primary

school teacher’s findings of the control and experimental group

25 21.01
20
14.16 13.79 14.45
15
Mean
10
SD
5 2.07 2.09 2.02 1.68

0
Pretest Post test Pretest Post test
Control Group Experimental Group

Figure 2 Effectiveness of STP on knowledge regarding dyslexia among primary school

teacher’s findings of the control and experimental group

Findings related to find out the association between pre interventional knowledge score and
their selected demographic variables shows that, there is no significant association between
the pre interventional knowledge score and their selected demographic variables

Journal of Psychology English (2022) 230, (1), 1-9.

To Evaluate The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Dyslexia Among
Primary School Teachers In Selected Schools Of Navi Mumbai

Discussion

Study findings indicated that gender wise distribution of primary teachers as majority 58%
and 55% were females respectively, Age group 36-45 years were 44% , Experience wise
distribution of primary teachers 42% had teaching experience of 10-20 years, Education
qualification majority of the teachers completed D.Ed. in control 77% and experimental
group 89%, Working sector 80% of the participants in the experimental group worked in the
public sector, Strength of class wise distribution of primary teachers were 30 children
whereas 80% of the experimental participants, Language medium wise distribution of primary
teachers as among the controls, 75% of the participants taught in English medium schools
whereas 80% of the experimental participants taught in English medium, Special training
attended on Dyslexia wise distribution of primary teachers as No one of the participants had
attended any special training on dyslexia.

A similar study conducted by Anil Shetty, et al. (2014) conducted study to evaluate the
awareness and knowledge of school teachers in India. The self-report questionnaire was
circulated to the teachers of 314 teachers from 32 schools, after that researcher categorized
responses into 4 groups according answered appropriately sign and symptoms of dyslexia.
Result shown that there was direct relation with the training attended by teachers prior to their
knowledge .Only 18 teachers identified sign and symptom more than 11. Study concluded
that 66.2% teachers were having poor knowledge about dyslexia.11

Researcher compared data of both the groups of control and experimental group. Researcher
conducted pre-test followed by structured teaching programme and after that on 7th day
conducted post-test Investigator analyzed data by descriptive and inferential statistics. Results
shows that, there is effectiveness of structured teaching programme and experimental group
was shown pre-test score was 13.79 (58%) to 21.01 (84%).

A Study conducted by Joy priscilla ( 2013) on a study to evaluate the effect of structured
teaching programme on dyslexia and its identification among school teachers in selected
primary schools of Bengaluru , three settings of the school were selected by researcher and
participants those who teach to 6-12 years of children ,non-probability purposive sampling
used by the investigator data analyzed by use of descriptive and inferential statistics, total 40
subjects involved in study , the researcher conducted the pre-test score of subjects and post-
test knowledge assessed after structured teaching programme and knowledge increased from
19.38 (41.22%) to 39.53 (84.10%). Result concluded that there is effectiveness is assessed by
the researcher and need to update teachers knowledge.12

Conclusion

According to Dyslexia Association of India, Children with academic snags and with
clumsy actions, particularly accident susceptible, are more likely to suffer Dyslexia
compared to normal child. Students find it tough in managing with flow of academic
curriculum and secure poor marks due to difficulties in understanding basic concepts. As
per studies its difficult phase for the kids from kindergarten to primary school and such

Journal of Psychology English (2022) 230, (1), 1-9.

To Evaluate The Effectiveness Of Structured Teaching Programme On Knowledge Regarding Dyslexia Among
Primary School Teachers In Selected Schools Of Navi Mumbai

level of difficulty, which is not identified can result into prolonged consequences like drop
out & behavioral disorders.

Findings of knowledge before structured teaching programme regarding dyslexia among

primary school teachers shows that, there is no difference (more than 0.05)in the pre-test
scores between the participants in the control group and experimental group using as Mann-
Whitney test done as data comes under non-parametric curve . The value of Mann-Whitney
test is calculated from table value p.

By use of Mann-Whitney test assessed the knowledge after structured teaching programme
value p value calculated from table values. There was significant difference in the post test
knowledge score of experimental group, which was compared with control group’s post-test
knowledge mean score.

Researcher used Wilcoxon-rank test used for assessing effectiveness of STP on knowledge
regarding dyslexia in primary school teachers , domain wise analysis done by the researcher
and the total knowledge mean score of pre-test (24.79) with post-test( 24.8) of control and
experimental group of pre-test (14.45) with post-test (21.01)was compared , and mean score
of knowledge depicts that ,there is significant(p< 0.05) difference seen by use of structured
teaching to enhance the knowledge of primary school teachers.

Conflict of Interest: The authors certify that they have no involvement in any organization
or entity with any financial or non-financial interest in the subject matter or materials
discussed in this paper.
Funding Source: There is no funding Source for this study"

Acknowledgement: I most sincerely convey my deep sense of gratitude to my

guide/Organisation for her/their remarkable guidance and academic support during this study.

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Primary School Teachers In Selected Schools Of Navi Mumbai

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