A Study to Assess the Effectiveness of Structured Teaching Programme Regarding Knowledge on Impact of Excess Television Viewing Among Mothers of School Age Children at Bangalore

Background: Excessive television viewing among school-age children can adversely affect physical health, psychosocial development, sleep, academic performance, dietary habits, and family interactions. Mothers play an important role in monitoring and regulating television viewing among children. Therefore, educating mothers regarding the impact of excessive television viewing is essential. Aim: The study aimed to assess the effectiveness of a structured teaching programme regarding knowledge on the impact of excess television viewing among mothers of school-age children in Bangalore. Objectives: The objectives were to assess the pre-test and post-test knowledge of mothers, evaluate the effectiveness of the structured teaching programme, and determine the association between post-test knowledge and selected demographic variables. Methodology: A quantitative research approach with a pre-experimental, one-group pre-test and post-test design was adopted. The study was conducted among 60 mothers of school-age children aged 6–12 years in a selected area of Bangalore. Participants were selected using a non-probability convenience sampling technique. Data were collected using a semi-structured knowledge questionnaire consisting of 30 multiple-choice questions. A 45-minute structured teaching programme was administered using lecture-cum-discussion, flip charts and pamphlets. Post-test assessment was conducted after seven days. Descriptive and inferential statistics, including paired t-test, chi-square test and generalized McNemar’s test, were used for analysis. Results: The overall mean pre-test knowledge score was 11.63 ± 3.09 (38.77%), which increased to 24.25 ± 3.00 (80.83%) in the post-test. Before the intervention, 88.3% of mothers had inadequate knowledge, 11.7% had moderate knowledge, and none had adequate knowledge. After the structured teaching programme, 80% had adequate knowledge and 20% had moderate knowledge, with none having inadequate knowledge. The mean knowledge gain was 12.62 ± 4.21, and the difference between pre-test and post-test scores was statistically significant (t = 23.18, p = 0.001). Overall, mothers demonstrated a 42.06% increase in knowledge following the intervention. Conclusion: The study demonstrated that the structured teaching programme was effective in improving mothers’ knowledge regarding the impact of excessive television viewing among school-age children. Regular health education by nurses and other healthcare professionals can help mothers understand the risks of excessive television viewing and promote healthier media-use practices among children.