Teachers’ knowledge of Attention Deficit Hyperactivity Disorder (ADHD) among primary school pupils in Delta State, Nigeria

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Teachers’ knowledge of Attention Deficit Hyperactivity Disorder (ADHD) among primary school pupils in Delta State, Nigeria

Abstract

Inability of pupils to pay full attention to what is being taught in the teaching-learning situation can mar the aims and objectives of “Education For All”, thus, adequate knowledge of teachers on Attention Deficit Hyperactivity Disorder (ADHD) is required in order to introduce appropriate learning intervention that could facilitate pupils’ learning in the classroom. In view of this, the study investigated the teachers’ knowledge of ADHD among primary school pupils in Delta State. The study also examined the influence of variables of gender, job experience, educational status and school type on respondents’ responses. This study is a descriptive in nature and survey design research method was thus adopted. Multi-stage sampling technique which comprises purposive, random and stratified sampling technique procedure was adopted to draw a total sample of 300 respondents from 12 primary schools in the three senatorial districts of Delta State. An adapted instrument (from Kleynhans, 2005) entitled “Knowledge of ADHD Questionnaire (KADHDQ)” was used to collect relevant data. Percentage was used to present the demographic data while hypotheses were analyzed using t-test and Analysis of Variance (ANOVA) at 0.05 levels of significance. The findings of the study revealed that primary school teachers in Delta State have low knowledge of ADHD among their pupils. The results of the hypotheses tested revealed no significant difference in the primary school teachers’ knowledge of ADHD among their pupils in Delta State based on gender, job experience and school type, while significant difference was noted based on educational attainment. Based on the findings of this study, it was recommended that stakeholders in education system should include ADHD education in the training programmes of teachers, school authority should regularly organize seminars and conferences on ADHD for the teachers, Nigeria Ministry of Education should include at least 6 months training certification in ADHD as part of prerequisite to be a qualified teacher, school counsellors should be employed in all primary schools to help pupils with ADHD and students of Adult and Primary Education should be trained on ADHD in order to help the pupils.

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