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Title EFFECT OF TEACHING INTERVENTIONS ON ACADEMIC PERFORMANCE AND BEHAVIOURAL MANAGEMENT OF ATTENTION DEFICIT AND HYPERACTIVE DISORDER (ADHD) AT ELEMENTARY LEVEL

Author(s) Saadia Khan

Abstract Major objective of this doctoral research is to develop interventions for higher academic achievement and behavioural management of elementary level ADHD students. Study has been conducted in two phases, descriptive and experimental. During phase I (descriptive) exploration of the phenomenon has been made in the light of teachers’ awareness of the concept of ADHD, prevalence of ADHD students and various challenges faced by teachers in managing ADHD students at elementary level. Phase II (experimental in nature) has been designed to measure the effects of teaching interventions on the academic performance and behavioural management of ADHD students. Population of the study included elementary level teachers and students of Tehsil Rawalpindi. For ease of data collection study delimited to male and female elementary level schools of Rawalpindi only. For data collection, four research questionnaires developed through standard procedure. Pilot testing was conducted to establish the reliability and validity of research questionnaires. During phase I, for the exploration of phenomena data were collected from 200 teachers and 300 students. Stratified random sampling technique used to collect data from teachers whereas; data from students were collected through purposive sampling technique. Collected data were analyzed through Mean, Standard Deviation, t-test and Analysis of variance (ANOVA) through SPSS. Results revealed that most teachers have diminutive knowledge of ADHD. A significant difference has been found in the prevalence of ADHD among the private and public sector schools. On the basis of the findings, several teaching interventions developed which includes instructional, behavioural and physical classroom management interventions for better academic performance and behavioural management of ADHD students. In order to determine the effects of these developed interventions on academic achievement and behavioural management of ADHD students two separate experiments were conducted on 40 teachers and 30 students respectively. A significant difference was found in the pretest and post test scores of teachers (n=40) after imparting 5 days intensive training on teaching interventions. Significant differences were also found in the academic performance and behavioural management of experimental (n=15) and control group (n=15) on achievement test and behavioural check list, when students of grade 8th were taught subject of English compulsory through interventions for three months. Results illustrated that if proper awareness and training provided to elementary level teachers (building their capacity of handling ADHD students) it will ultimately enable ADHD students to meet the challenges of life (better academic purists, reduction of disruptive behavioural problems) effectively.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Education

Language English

Publication Date 2021-12-29

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