DATA ANALYSIS AND INTERPRETATION OF ADHD CHILDREN

Published:

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

"The analysis is a process of organizing and synthesizing data in such a way that research questions can be answered and hypothesis tested". (Polit and Hungler, 1999)

This chapter deals with analysis and interpretation of the information from 30 primary school teachers working in selected school at Salem. The data was collected through structured questionnaire to assess the knowledge level of primary school teachers on identification and care of ADHD children. The data was organized and analysed by using descriptive and inferential statistics.

OBJECTIVES OF THE STUDY

To develop and validate the intervention on identification and care of ADHD children for primary school teachers.

To assess and compare the mean pre-test and mean post-test knowledge score on identification and care of ADHD children among primary school teachers.

To find the association between the mean pre-test knowledge score among primary school teachers & selected demographic variable (age, educational qualification, years of experience)

HYPOTHESES: (Level of significance, p<0.05)

H1: The mean post­­­­-test knowledge score will be higher than the mean pre-test knowledge score after exposed to structured teaching programme among primary school teachers.

H2: There is a significant association between the mean pre-test knowledge score of primary school teachers & the selected demographic variables of age, educational qualification, and years of experience.

H2(a): There is a significant association between the mean pre-test knowledge score among primary school teachers and their age.

H2(b): There is a significant association between the mean pre-test knowledge score among primary school teachers and their educational qualification.

H2(c): There is a significant association between the mean pre-test knowledge score primary school teachers and total years of experience.

PRESENTATION OF DATA

The data were entered in master sheet for tabulation and statistical processing. The obtained data were organized and presented in following three sections.

Section-I: Description of socio-demographic variables of primary school teachers.

Section-II: Analysis and comparison of mean pre-test and mean post-test knowledge level of primary school teachers in identification and care of ADHD children.

Section-II(a): Total and percentage distribution of mean pre-test and mean post-test knowledge level of primary school teachers in identification and care of ADHD children.

Section-II(b): Description of mean, standard deviation, Mean percentage range, mean difference and paired 't' test value of pre-test and post-test knowledge level of primary school teachers in identification and care of ADHD children.

Section-III: Association between the mean pre-test knowledge level of primary school teacher in identification and care of ADHD children and selected socio-demographic variables of primary school teachers.

Section-III(a): chi-square analysis on pre-test knowledge level of primary school teacher in identification and care of ADHD children and age of primary school teachers.

Section-III(b): chi-square analysis on pre-test knowledge level of primary school teacher in identification and care of ADHD children and education educational qualification of primary school teachers.

Section-III(c): Chi-square analysis on pre-test knowledge level of primary school teacher in identification and care of ADHD children and teaching experience of primary school teachers.

SECTION-I: Description of socio- demographic data of primary school teachers.

This section deals with details of the analysis of socio-demographic data of primary school teachers according to the frequency and percentage distribution which includes age, gender, educational qualification, total year of experience and any special training program under taken to care of ADHD children.

Table-4.1: Frequency and percentage distribution of primary school teachers based on socio-demographic data.

n = 30

S.

No

Socio demographic variables

Frequency

Percentage

%

1.

Age in year

21-25

26-30

31-35

More than 35

8

6

9

7

26.6

20.0

30.0

23.3

2.

Gender

Male

Female

03

27

10.0

90.0

3.

Education

Diploma in Teacher Training (D.T.Ed.)

Under Graduate (B.Ed.)

Post Graduate (M.Ed.)

Any other (M.Phil, Ph.D)

11

16

02

01

36.6

53.3

06.6

03.3

4.

Teaching experience

1-3 years

4-6 years

More than 6 years

12

09

09

40.0

30.0

30.0

5.

Any special training undertaken to care for ADHD children

Yes

No

If yes specify ……….

-

30

-

100

Table- 4.1 shows, out of 30 sample, 8 (26.6%) samples were belong to the age group of 21-25 years and 6 (20%) samples were belongs to the age group 26 - 30 years and 9 (30%) samples were belongs to the group of 31 - 35 years of age group and remaining 23.3% of teachers belongs to the age group of more than 35 years of age group.

27 (90%) teachers are females and 3 (10%) teachers are males.

Among 30 samples, 11 (36.6%) teachers was completed Diploma in teacher training (D.T.Ed) and 16 (53.3%) teachers were completed Undergraduate degree (B.Ed) and 2 (6.6%) teachers were completed Postgraduate degree (M.Ed) and 1(3.3%) teachers were completed other degree (M.Phil, P.hd).

12 (40%) teachers are having 1- 3 years of teaching experience and 9 (30%) teachers are having 4- 6 years of teaching experience and 9 (30%) teachers are having more than 6 years of teaching experience.

30 (100%) samples were not undergone any special training to care of Attention deficit hyperactivity disorder children.

SECTION-II: Analysis and comparison of mean pre-test and mean post-test knowledge level of primary school teachers in identification and care of attention deficit hyperactivity disorder of children.

This section deals with the comparison of mean pre-test and mean post-test knowledge level of primary school teachers.

Section-II(a): Total percentage distribution of samples by their mean pre-test and mean post-test knowledge level.

This bar diagram shows the level of knowledge on ADHD children.

Fig-4.1: Bar diagram on level of knowledge score in pre-test and post-test on ADHD children among samples.

Among 30 samples, in mean pre-test 28(93.3%) teachers, were belongs to inadequate knowledge and 2(6.6%) teachers were belongs moderately adequate knowledge on identification and care of ADHD children.

In mean post-test 12 (40%) teachers were belongs to moderately adequate knowledge and 18 (60%) teachers were belongs to adequate knowledge on identification and care of ADHD children.

Section-II(b): Maximum possible score, Mean, standard Deviation, Mean score percentage, Range and Paired 't' test value of pre-test and post-test knowledge level of primary school teachers in identification and care ADHD children.

This represents the maximum possible score, mean, standard deviation, range, mean score percentage, and paired 't' value on knowledge level of samples.

Alternative hypothesis H1: The mean post-test knowledge score will be higher than the mean pre-test knowledge score on identification and care of ADHD children among primary school teachers.

Statistical hypothesis H0: There is no difference between the mean pre-test and mean post-test knowledge score on identification and care of ADHD children among primary school teachers.

Table 4.2: Maximum possible score, Mean, standard deviation, mean score percentage, range, Mean difference and Paired 't' value of pre-test and post-test knowledge level on identification and care of Attention deficit hyperactivity disorder of children.

n = 30

Mean difference= 13.77

Assessment

Variable

Maximum possible score

Pre-test

Post-test

df

't' value

Mean

SD

Mean score %

Range

Mean

SD

Mean score %

Range

Knowledge level of teachers on ADHD children

30

9.73

3.99

32.43

3-15

23.5

2.65

78.53

18-29

29

28.6*

*Significant at P<0.05 level; t29 = 2.045

Table- 4.2 displays that the maximum possible score is 30. The pre-test mean value is 9.73 and means score percentage is 32.43 with standard deviation of 3.99. Range is 3-15. The posttest mean value is 23.5 and means score percentage is 78.53% with standard deviation of 2.65. Ranged is 18-29.

The mean post-test score were lower than the mean pre-test score. The calculated 't' value is 28.6 is higher than the table value 2.045 at <0.05 level of significance. Hence alternative hypothesis is accepted and statistical hypothesis is rejected.

This indicates that the results obtained to examine the effectiveness of nursing intervention to improve the knowledge level of primary school teachers on identification and care of ADHD children.

Section III: Association between the mean pre-test knowledge level of teachers in identification and care of attention deficit hyperactivity disorder of children and selected socio-demographic variables of primary school teachers.

This section deals with the association between the mean pre-test knowledge level of teachers in identification and care of ADHD children and selected socio- demographic variables of the teachers. The significance of association was tested by using Chi-square test.

H2: There is a significant association between mean pre-test knowledge level of teachers in identification and care of ADHD children and selected socio- demographic variables of the teachers.

Section-III (a): Chi-square analysis on pre-test knowledge level of primary school teachers on identification and care of ADHD children and age of the primary school teachers.

This section deals with association between pre-test knowledge levels of primary school teachers on identification and care of ADHD children and their age.

Alternative hypothesis H2(a): There is significant association between the mean pre-test knowledge level of the primary school teachers on identification and care of ADHD children and age of the primary school teachers.

Statistical hypothesis H02(a): There is no signification association between the mean pre-test knowledge level of primary school teachers on identification and care of ADHD children and age of the primary school teachers.

Table-4.3: Chi-square analysis on mean pre-test score on level of knowledge and their age in years:

n=30

S. No

Age in years

Level of knowledge

Chi-square value

't' value

Inadequate

Moderate

f

%

f

%

1.

Age in years

21-25

26-30

31-35

More than 35

8

5

8

7

26.6

16.6

26.6

23.3

-

1

1

-

-

3.3

3.3

-

2.22NS

7.82

NS - Not significant at p<0.05 level

The calculated Chi-square value was 2.22 lesser than the table value 7.82 which indicates that there is no significant association between the mean pretest knowledge level of primary school teachers on identification and care of ADHD children and age of the primary school teachers at P< 0.05 level of significance. Hence, the statistical hypothesis H02(a) was accepted and the alternative hypothesis H2(a) was not accepted.

Section-III(b): Chi-square analysis on mean pre-test knowledge level of primary school teachers on identification and care of ADHD children and educational qualification of the primary school teachers.

This section deals with association between pre-test knowledge levels of primary school teachers on ADHD children and their educational status.

Alternative hypothesis H2(b): There is significant association between mean pre-test knowledge level of teachers on identification and care of ADHD children and educational qualification of the primary school teachers.

Statistical hypothesis H02(b): There is no significant association between mean pre-test knowledge level of primary school teachers on identification and care of ADHD children and their educational qualification.

Table4.4: Chi-square value on mean pre-test score on level of knowledge and their educational qualification of the primary school teachers

n=30

S. No

Educational qualification

Level of knowledge

2

't' value

Inadequate

Moderate

f

%

f

%

1.

Education

Diploma in Teacher Training (D.T.Ed.,)

Undergraduate degree (B.Ed.,)

Post Graduate degree (M.Ed.,)

Any other (M.Phil., Ph.D)

11

14

2

1

36.6

46.6

6.6

3.3

-

2

-

-

-

6.6

-

-

7.37NS

7.82

NS - Not significant at p<0.05 level

The calculated Chi-square value was 7.378 lesser than the table value 7.82 which indicates there is no significant association between mean pretest knowledge level of primary school teachers on identification and care of ADHD children and their educational qualification at p<0.05 level of significance. Hence, the statistical hypothesis H02(b) was accepted and the alternative hypothesis H2(b) was not accepted.

Section-III(c): Association between mean pre-test knowledge level of primary school teachers on identification and care of ADHD children and their teaching experiences

This section deals with association between mean pre-test knowledge level of primary school teachers on identification and care of ADHD children and their teaching experiences.

Alternative hypothesis H2(c): There is a association between mean pre-test knowledge level of primary school teachers on identification and care of ADHD children and their teaching experience.

Statistical hypothesis H02(c): There is no significant association between mean pre-test knowledge level of primary school teachers on identification and care of ADHD children and their teaching experience.

Table4.5: Chi-square value on mean pre-test score on level of knowledge and their teaching experience

n=30

S. No

Teaching experience

Level of knowledge

2

't' value

Inadequate

Moderate

f

%

f

%

1.

Teaching experience

1-3 years

4-6 years

More than 6 years

12

7

9

40.0

23.3

30.0

-

2

-

-

6.6

-

4.99NS

5.99

* Not Significant at 0.05 level

The calculated Chi-Square value was 4.998 lesser than the table value 5.99 which indicates that there is no significant association between the mean pre-test knowledge level of primary school teachers on identification and care of ADHD children and their teaching experience at p<0.05 level of significance. Hence, the statistical hypothesis H02(c) was accepted and the alternative hypothesis H2(c) was not accepted.

SUMMARY

This chapter dealt with the analysis and interpretation of data collected through structured questionnaire on identification and care of ADHD children pre-test and post-test were assessed the research hypothesis was tested. The association between pre-test knowledge level of primary school teachers on ADHD children and selected demographic variable were assessed.

Writing Services

Essay Writing
Service

Find out how the very best essay writing service can help you accomplish more and achieve higher marks today.

Assignment Writing Service

From complicated assignments to tricky tasks, our experts can tackle virtually any question thrown at them.

Dissertation Writing Service

A dissertation (also known as a thesis or research project) is probably the most important piece of work for any student! From full dissertations to individual chapters, we’re on hand to support you.

Coursework Writing Service

Our expert qualified writers can help you get your coursework right first time, every time.

Dissertation Proposal Service

The first step to completing a dissertation is to create a proposal that talks about what you wish to do. Our experts can design suitable methodologies - perfect to help you get started with a dissertation.

Report Writing
Service

Reports for any audience. Perfectly structured, professionally written, and tailored to suit your exact requirements.

Essay Skeleton Answer Service

If you’re just looking for some help to get started on an essay, our outline service provides you with a perfect essay plan.

Marking & Proofreading Service

Not sure if your work is hitting the mark? Struggling to get feedback from your lecturer? Our premium marking service was created just for you - get the feedback you deserve now.

Exam Revision
Service

Exams can be one of the most stressful experiences you’ll ever have! Revision is key, and we’re here to help. With custom created revision notes and exam answers, you’ll never feel underprepared again.