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Effectiveness of Planned Teaching Programme on Knowledge Regarding

Prevention of Child Abuse and Neglect Among Primary School Teachers

Article  in  Online Journal of Health and Allied Sciences · January 2015

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Online Journal of Health and Allied Sciences
Peer Reviewed, Open Access, Free Online Journal
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Published Quarterly :Mangalore, South India : ISSN 0972-5997 This work is licensed under a
Volume 14, Issue 4; Oct-Dec 2015 Creative Commons Attribution-
No Derivative Works 2.5 India License

Original Article:
Effectiveness of Planned Teaching Programme on Knowledge Regarding Prevention of
Child Abuse and Neglect Among Primary School Teachers

Authors
Prakash M Naregal, Lecturer (Child Health Nursing),
Vaishali R Mohite, Dean,
Prabhuswami Hiremath, Lecturer (Mental Health Nursing),
Mahesh Chendake, Asst. Professor (Medical Surgical Nursing),
Rajashri B Karale, Lecturer (Child Health Nursing),
Shivaji Pawar, Clinical Instructor, Mental Health Nursing),
Krishna Institute of Nursing Sciences, Karad, Maharashtra, India– 415539.

Address for Correspondence

Prakash M Naregal,
Lecturer (Child Health Nursing),
Krishna Institute of Nursing Sciences,
Karad– 415539,
Maharashtra, India.
E-mail: prakash_221@yahoo.co.in

Citation
Naregal PM, Mohite VR, Hiremath P, Chendake M, Karale RB, Pawar S. Effectiveness of Planned Teaching Programme on
Knowledge Regarding Prevention of Child Abuse and Neglect Among Primary School Teachers. Online J Health Allied
Scs.2015;14(4):11. Available at URL: http://www.ojhas.org/issue56/2015-4-11.html

Open Access Archives

http://cogprints.org/view/subjects/OJHAS.html
http://openmed.nic.in/view/subjects/ojhas.html

Submitted: Oct 27, 2015; Accepted: Dec 26, 2015; Published: Jan 30, 2016

Abstract: Background: Child abuse is one major threat to
children all over the globe. Regardless of the type of child
abuse, the result is serious emotional harm affecting the
normal growth & development of child. School teachers are
in contact with children daily and by reporting suspected
child abuse and neglect, teachers can make an important
contribution to the early detection and prevention of abuse.
Objectives: 1. To assess the knowledge of primary school
teachers regarding child abuse and neglect. 2. To assess the
effectiveness of planned teaching programme on knowledge
of primary school teachers regarding child abuse and neglect.
3. To find out the association between pre-test knowledge
scores of primary school teachers with selected demographic
variables. Material and Methods: The research approach used
for the study was evaluative approach. The study was
conducted in 3 primary schools at Karad, Maharashtra, India
using one group pre-test post-test design. Non-probability
Purposive sampling technique was used for selecting 30
primary school teachers. On the 1st day Structured
knowledge questionnaire was used for collecting data and
planned teaching programme on child abuse and neglect was
conducted and followed by post test on the 7th day. The data
collected, tabulated and analyzed in terms of objectives of the
study using descriptive and inferential statistics. Results: In
pre-test majority 18 (60%) teachers had poor and 6 (20%)
had average and good knowledge regarding child abuse and
neglect respectively. Where as in post-test majority 19(63%)
teachers had average knowledge, 6(20%) had good
knowledge and 5(17%) teachers had poor knowledge
regarding knowledge of child abuse and neglect. The mean
pre test value is 9.433 and the mean post test value is 16.200
a difference of 6.77.The paired‘t’ value is 5.512, (p < 0.0001)
showing significant increase in the knowledge regarding
child abuse and neglect. There was a significant association
between knowledge scores of primary school teachers regard
to age of teachers (χ2=14.769, P<0.05), marital status
(χ2=6.389, P<0.05), employment (χ2=19.259, P<0.05) and
not significant association (P>0.05) of Knowledge scores
with any other demographic variables. Conclusion: The study
showed that the planned teaching programme on child abuse
and neglect was effective in improving the knowledge of
primary school teachers and thus helps them to understand
the harmful effects of child abuse and neglect on child and
community as well as to take necessary steps to identify and
prevent the children suffering from child abuse.
Key Words: Effectiveness, Planned teaching programme,
Child abuse, Neglect, Primary school teachers
Introduction:
Child abuse is more than bruises and broken bones. While
physical abuse might be the most visible, other types of
abuse, such as emotional abuse and neglect, also leave deep,
lasting scars.[1] Child abuse is a state of emotional, physical,
economic and sexual maltreatment meted out to a person
below the age of eighteen and is a globally prevalent
phenomenon. However, in India, as in many other countries,

1
there has been no understanding of the extent, magnitude and
trends of the problem.[2]
In 2007, the Ministry of Women and Child Development
(MWCD), India released a study report on child abuse and
the study found that 69% of children reported to have been
physically abused. Out of these 54.68% were boys; 52.91%
of boys and 47.09 % of girls reported having been abused in
their family environment. Of the children who were abused
in family situations, 8.6% were abused by their parents.
Every two out of three school children reported facing
corporal punishment. In juvenile justice institutions, 0.21%
of children in conflict with law and 52.86% of children in
need of care and protection reported having been physically
abused. With regard to child labour 50.2% of children work
all seven days of the week. 81.16% of the girl child labourers
work in domestic households, while 84% of the boy child
labourers worked in tea stalls or kiosks. Also, 65.99% of
boys and 67.92% of girls living on the street reported being
physically abused by their family members and other
people.[2]
According to UNICEF, violence against children can be
physical and mental abuse and injury, neglect or negligent
treatment, exploitation and sexual abuse and such violence
may take place in homes, schools, orphanages, residential
care facilities, on the streets, in the workplace, in prisons and
in places of detention. Such violence can affect the normal
development of a child impairing their mental, physical and
social being. In extreme cases abuse of a child can result in
death.[3]
According to data from National Statistics on Child Abuse
reports that nearly five children die every day in America
from abuse and neglect. In 2011, an estimated 1,570 children
died from abuse and neglect in the United States.[4]
Children are suffering from a hidden epidemic of child abuse
and neglect. It’s a widespread war against our children that
we have the power to stop, and understanding the issue is the
first step. Every year more than 3 million reports of child
abuse are made in the United States involving more than 6
million children (a report can include multiple children. A
report of a child abuse is made every ten seconds.[5] Child
abuse can have damaging effects not only on the children
who suffer it, but on communities that must address the
aftermath of abuse.[6]
The first step in helping abused or neglected children is
learning to recognize the signs of child abuse and neglect.[7]
Educators see and work with school-age children on a daily
basis during the school week throughout the school year.
This reality puts these school staff on the front lines of
identifying possible child maltreatment.[8] By reporting
suspected child abuse and neglect, teachers can make an
important contribution to the early detection and prevention
of abuse.[9] Schools can, and many do, play a part in the
prevention of child abuse through the curriculum, by
providing positive role models and opportunities for
participation.[10]
Problem Statement: A study to assess effectiveness of
planned teaching programme on knowledge regarding
prevention of child abuse and neglect among primary school
teachers in a selected schools at Karad, Maharashtra, India.
Objectives:
1. To assess the knowledge of primary school teachers
regarding child abuse and neglect.
2. To evaluate the effectiveness of planned teaching
programme on knowledge of primary school teachers
regarding child abuse and neglect.
3. To find out the association between pre-test knowledge
scores of primary school teachers with selected
demographic variables.
Assumption: Study assumes that primary school teachers
possess some knowledge regarding child abuse and neglect.
Planned teaching programme will help to increase the
knowledge regarding child abuse and neglect.
Hypothesis:
Ho: The mean post test knowledge scores of primary school
teachers regarding child abuse will not be significantly higher
than that of their mean pre-test knowledge scores 0.05 levels
of significance.
H1: The mean post test knowledge scores of primary school
teachers regarding child abuse will be significantly higher
than that of their mean pre-test knowledge scores at 0.05
level of significance.
H2: There will be a significant association of knowledge
scores of primary school teachers with selected demographic
variables.
Materials and Methods
In view of the nature of the problem selected for the study
and objective to be accomplished evaluative research
approach was considered. The research design adapted for
the study was one group pre test, post test design.
Independent Variable of the study was planned teaching
programme for teachers regarding child abuse and neglect
and Knowledge Scores as measured by structured
questionnaires was dependent Variable. The study was
conducted among teachers of 3 primary schools at Karad,
Maharashtra, India. 30 primary school teachers were selected
as sample of the study by non-probability Purposive
sampling technique. After extensive review of literature and
the with the help of experts structured knowledge
questionnaire were prepared to assess the level of knowledge
of primary schools teachers regarding child abuse and
neglect.
The tools consists of two sections:
Section 1: Demographic variable: Age, sex, marital status,
education, occupation, income, experience, religion, nature
of work place ,childhood enjoyment and abused during
childhood.
Section 2: Structured knowledge questionnaire regarding
child abuse and neglect.
Method of Data Collection:
Formal permission to conduct the study was obtained from
the concerned authority. On the day of pre-test, at the very
beginning, the client where explained purpose of the study
and informed written consent was obtained from each
teacher. Pre test was conducted on 26 Nov 2013 to assess the
existing level of knowledge of primary school teachers
regarding child abuse and neglect followed by planned
teaching programme on child abuse and neglect was
conducted with the help of lesson plan and A.V. aids ( charts
and posters). Post test was conducted on 1 Dec 2013 by
administering the same knowledge questionnaire. The
teachers actively participated and co-operated during data
collection.
Data Analysis:
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.
The plan of data analysis was as follows:
1. Organization of data in a master sheet.
2. Tabulation of data in terms of frequency, percentage,
mean, SD, median and range to describe the data.
3. Classifying knowledge source using mean and median
and SD as follows:
(SD+X)=Good
(SD+X)-(SD-X)=Average
(SD-X)=Poor
A score of 1 was awarded to all correct answers while score
of 0 was awarded to all incorrect answers of structured
questionnaire.
2
Inferential statistics were used to draw the following Table 3: Mean, median and standard deviation of total knowledge
conclusions: score of primary school teacher’s regarding child abuse and neglect.
Paired “T” test was used for testing effectiveness of PTP and (n=30)
Chi-square test was used to find association. Area of Analysis Mean Standard Deviation
Results Pre-test 9.433 4.981
Section A: Distribution of primary school teachers according Post-test 16.200 4.951
to socio-demographic variables. Paired ‘t’ value 5.512, p < 0.0001
Table 1: Distribution of frequency and percentage of primary school Table 3 shows that there was significant increase in post test
teachers according to socio-demographic variables scores of teachers. The mean post test knowledge score
Characteristics Category
Respondents 16.2(SD=4.951) of primary school teachers was significantly
Frequency Percentage higher than their pre test knowledge score 9.433
Male 3 10 (SD=4.981).The computed‘t’ test statistic value is 5.512.
Gender
Female 27 90 Since, the p value for the test is less than 0.05, the null
Below 25 years 13 43.3 hypothesis is rejected at the 95% confidence level it shows
26-30 years 10 33.3 that the planned teaching programme was effective method
Age of Teachers for improving the knowledge of primary school teachers
31-35 years 6 20
36 years and above 1 3.3 regarding child abuse and neglect.
Section C: Association Between Pre-Test Knowledge Scores On
Single 24 80
Marital Status Child Abuse And Neglect With Selected Demographic Variables
Married 6 20 Of Primary School Teachers.
Yes 25 83.3 Table 4: Association between knowledge scores and selected
Parent or Guardian
No 5 16.6 demographic variables.
Diploma 9 30 Pre-test knowledge Chi-
Socio-demographic
Bachelor 2 6.6 square P value Df
variables Good Average Poor
Education value
Graduate 14 46.6
Gender of teachers
Post Graduate 5 16.6 0.9877
Male 1 0 2 0.6103 2
Permanent(fulltime) 6 20 (NS)
female 5 6 16
Employment Permanent(part-time) 6 20
Age of teachers
Contract 18 60
Below 25 years 2 5 6
0-5years 25 83.3 14.769
26-30 years 1 0 9 0.0221 6
6-10years 4 13.3 (S)
Experience 31-35 years 3 0 3
11-15years 1 3.3
36 and above 0 1 0
16 and above 0 0
Marital status
Hindu 24 80 6.389
Single 4 3 17 0.0410 2
Religion Christian 4 13.3 (S)
Married 2 3 1
Muslim 2 6.6
Parent
Government 20 66.6 1.600
Nature of work place Yes 4 5 16 0.4493 2
Private 10 33.3 (NS)
No 2 1 2
Yes 28 93.3
Childhood enjoyment Education
No 2 6.66
Diploma 1 2 6
Yes 1 3.3 3.397
Childhood Abuse Bachelor 0 1 1 0.7576 6
No 29 96.6 (NS)
Graduate 3 2 9
The data presented in Table 1 shows that Maximum numbers Post-graduate 2 1 2
of 27 (90%) primary school teachers were female,
Employment
13(43.33%) belongs to the age group of below 25 years.
Permanent full-
Majority of 24 (80%) were single, 25 (83.3%) were parent or time
4 0 2
19.259
guardian, 14 (46.6%) studied graduation, 18 (60%) were (S)
0.0007 4
Permanent part-
employed on contract, 25 (83.3%) had experience of 0-5 0 4 2
time
years, 24(80%) were Hindus and 20 (66.6%) working at Contract 2 2 14
government sector, 28 (93.3%) belongs to the group enjoyed Experience
childhood, 29 (96.6%) not abused during their childhood. 0-5 years 5 4 16 3.600
Section B: Distribution of Primary School Teachers According to 0.4628 4
6-10 years 1 2 1 (NS)
Knowledge Scores of Teachers on Child Abuse and Neglect.
Table 2: Distribution of frequency and percentage of total knowledge 11-15 years 0 0 1
scores of primary school teachers regarding child abuse and neglect Religion
(n=30). Hindu 6 6 12 5.000
Pretest Post Test 0.2873 4
Christian 0 0 4 (NS)
Knowledge Score
Frequency Percentage Frequency Percentage Muslim 0 0 2
Good (mean+SD) 6 20 6 20 Nature of work place
Average (mean+SD to 4.000
6 20 19 63 Government 2 5 13 0.1353 2
mean-SD) (NS)
Private 4 1 5
Poor (mean-SD) 18 60 5 17
Childhood
Table 2 shows that in pre-test majority 18 (60%) of teachers enjoyment 1.429
had poor, 6 (20%) had average and 6 (20%) had good 0.4895 2
Yes 6 5 17 (NS)
knowledge regarding child abuse and neglect. Where as in No 0 1 1
post-test majority 19(63%) teachers had average knowledge, Childhood abuse
6(20%) had good and 5(17%) teachers had poor knowledge 0 0 1
0.6897
0.7083 2
Yes
regarding child abuse and neglect. (NS)
No 6 6 17

3
 Table No.4 shows that there was a significant association
between knowledge scores of primary school teachers regard
to age of teachers χ2=14.769, P<0.05), marital status
(χ2=6.389, P<0.05), employment (χ2=19.259, P<0.05) and not
significant association (P>0.05) of Knowledge scores with
any other demographic variables.
Discussion
The study was conducted to assess the effectiveness of a
planned teaching programme regarding child abuse and
neglect. It was aimed to improve the knowledge of primary
school teachers regarding child abuse and neglect. The mean
post-test score 16.2(SD=4.951) was higher than the mean
pre-test score 9.433 (SD=4.981) these scores indicate that the
planned teaching programme was effective. The significant
difference between the 2 tests were tested by using paired‘t’
test the level of significant was set at the computed‘t’ value
(p<0.001) indicated that there was a significant difference in
the knowledge of primary school teachers on child abuse and
neglect.
A similar qualitative study conducted at Netherland to
investigate Dutch frontline workers’ child abuse detection
and reporting behaviors. Focus group interviews were held
among 16 primary school teachers and 17 public health
nurses and physicians. Findings showed that teachers were
experiencing a lack of knowledge of signs of abuse, baseline
rates of abuse, and child abuse reporting procedures. Some
teachers expressed that they would like to gain more
knowledge in the areas of child neglect and child emotional
abuse study concludes that frontline workers are in need of
supportive tools in the child abuse detection and reporting
process.[11]
The Yogo Teachers' Responses to Child Abuse study,
conducted at Japan, had objectives to review trends in
research on school responses to child abuse, and to identify
the current status and issues regarding responses to child
abuse by Yogo teachers. Eleven academic journal articles
were retrieved and the results demonstrated that Yogo
teachers were often in positions where child abuse could be
detected at an early stage, and in many cases they were
practically involved. Yogo teachers were highly aware of
their roles and potential roles in child abuse cases. The
review concluded that additional empirical studies should be
conducted to examine specific support that would help
promote school responses to child abuse issues, that might
include raising the competence of yogo teachers to handle
child abuse cases or implementing various preventive
measures to reduce child abuse before it occurs.[12]
A similar study conducted by Kenny MC to determine 200
teachers' self-reported knowledge of the signs and symptoms
of child maltreatment, reporting procedures, legal issues
surrounding child abuse and their attitudes toward corporal
punishment. In addition, a factor analysis was performed on
the Educators and Child Abuse Questionnaire (ECAQ).
Results showed that teachers reported a lack of awareness of
the signs of child abuse and reporting procedures, which may
affect their ability to report cases of suspected abuse. It
concluded that there was a need for standardized training in
child maltreatment for all teachers as well as clear, concise
institutional guidelines for reporting child abuse and support
for teachers confronted with suspected victims.[13]
Conclusion:
The present study concludes that primary school teachers'
knowledge on child abuse and neglect is inadequate in pretest
and after administration of planned teaching programme,
there is a gain in knowledge of primary school teachers.
Therefore, planned teaching programme is effective in
increasing the knowledge of primary school teachers.
View publication stats
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