A Study to Assess the Effectiveness of Self-instructional Module on Level of Knowledge Regarding Dyslexia and Its Management in School Children among School Teachers of Selected Schools, Bangalore

Globally reading and writing skills are in increasing demand, the impact on dyslexia on individuals and society can be devastating. The study was undertaken to assess “The effectiveness of self-instructional module on level of knowledge regarding dyslexia and its management in school children among schoolteachers of selected schools, Bangalore “The conceptual framework adopted for this study was modified Ludwig von Bertalanffy general system theory. An evaluative approach with one group pre-test and post-test design was adopted for this study. 60 schoolteachers were selected using non-probability convenient sampling technique. The data collection was carried by using structured knowledge questionnaire followed by self-instructional module was administered to the sample and post-test was conducted. Data collected from the sample are analysed by using descriptive inferential statistics. The study results shows among 60 school teachers, majority 35(58.3%) school teachers had moderately adequate knowledge 25(41.6%) had inadequate knowledge and none of them had adequate knowledge in pre-test and after the delivery of self-instructional module on dyslexia and its management there is an significant increase in the level of knowledge among school teachers, in post-test majority 57(5%) had adequate knowledge 3(5%) had moderate knowledge and none of them had inadequate knowledge. Thus the effectiveness of self-instructional module in post-test was found to be significant (2.00) at p < 0.05. Findings of the study reveals that the self-instructional module is effective in all areas of improving knowledge of the schoolteachers regarding dyslexia and its management in school children.