Jitendra Chicholkar

Abstract

Introduction: Plastics are a wide range of synthetic or semi-synthetic materials that use polymers as a main ingredient. Their plasticity makes it possible for plastics to be molded, extruded or pressed into solid objects of various shapes. This adaptability, plus a wide range of other properties, such as being lightweight, durable, flexible, and in expensive to produce, has led to its widespread use. Materials and Methods: Research approach: an evaluative research approach, research design: in this study pre experimental one group pre test post test design was be used. this design is widely used in educational research, research sample: in this study sample was the school age children in community rural area of Indore, sample size: 50 school age children, sample techniques: non probability purposive sampling technique. Result: The mean pre test and post test 11.8 and 17.9 and mean difference 6.1 that there was a significant difference between pre test and post test knowledge score hence H0 rejected and H1 is accepted. Conclusion: So it can be concluded that the school age children residing in Bawliya Khurd community have inadequate knowledge regarding harmful effects of polythene and plastic materials on environment and health and Structured teaching programme is an effective teaching strategy to increase their knowledge regarding harmful effects of polythene and plastic materials on environment and health. Keywords: I U P A C: International Union of Pure and Applied Chemistry, M.P.: Madhyapradesh, BPA: Bisphenol A

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Abstract

Background and Aims: Learning disability (SLD) comprises a heterogeneous group of disorders with the main impairment being cognitive processing manifested by significant difficulties in the acquisition and use of skills such as listening, speaking, reading, reasoning, writing or mathematical skill. This leads to challenges in academic performance and has psychosocial implications. Trained teachers who have positive attitude and practical knowledge concerning individual needs (physical, emotional and intellectual) and problems can prevent and manage emotional and psychosocial problems of young children. In India the prevalence of specific learning disability in India ranges from 5%–15% in various studies. Identification of disorder prior to school age is difficult due to the instability of results obtained from formal testing procedures. Teachers are the first person to notice that the child is not learning as expected. Materials and Methods: The research design adopted for this study was pre experimental one group pre testpost test research design and research approach adopted for this was to qualitative approach. The sample was 100 primary school teachers. Non probability purposive sampling technique was used. Data was collected by using structured knowledge questionnaire consisting of two sections, Section I – Socio-Demographic variables & Section II – Structured knowledge Questionnaire. Result: The mean of post-test knowledge scores was 26.6 which is significantly higher than mean of pre-test knowledge scores of 12.4. Standard deviation of post-test score and pre-test score is 9.4 and 13.3 respectively. The computed paired “t” value (18.67, df=99 at the level of P= 0.05) is greater than table value (1.66) which represents significant gain in knowledge. Hence the hypothesis RH is accepted. It is evident from the results that RH: There will be significant association between the pretest knowledge score and selected demographic variables at the level of P? 0.05. is accepted as there is significant association between pretest knowledge score and selected demographic variables like educational qualification, years of experience, child psychology in syllabus and attended in-service education. The study revealed that the level of knowledge regarding learning disability was low among school teachers in pretest and there was significant gain in knowledge in post test. Thus the study results revealed that self-instructional module is an effective instructional method to improve the knowledge level of primary school teachers regarding learning disabilities. Keywords: Self-instructional module, Primary school teachers, Learning disabilities

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