Quasi-experimental design demonstrates significant knowledge improvement among teachers regarding ADHD, suggesting multimedia programs can aid early detection.
Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in children, often undetected during preschool years. Teachers play a pivotal role in early detection and management, yet knowledge gaps remain. Aim: To assess the effectiveness of a multimedia educational program in enhancing primary school teachers’ knowledge regarding ADHD in preschoolers. Methods: A quasi-experimental pre-test post-test control group design was conducted among 120 teachers (60 experimental, 60 control) in Gurugram, Haryana. Knowledge was assessed using a validated structured questionnaire. The intervention included PowerPoint presentations, animated videos, flashcards, and discussions. Data were analyzed using descriptive and inferential statistics. Results: The experimental group showed a significant improvement in mean knowledge scores from 15.2 (42.2%) pre-test to 26.6 (73.9%) post-test (p<0.001). The control group showed no significant change (14.7 to 13.9). Teacher knowledge was significantly associated with education level and prior awareness of ADHD (p<0.05). Conclusion: Multimedia educational programs significantly enhance teachers’ knowledge on ADHD and should be implemented widely for early detection and management of ADHD in preschoolers.
No takes yet. Share an insight, caveat, or question.
Harjinder et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: