Peer-reviewed article
Effectiveness of Simulation Based Teaching Regarding Learning Disabilities of Primary School Children among Primary School Teachers of Selected Schools at Alappuzha District Kerala
Divyasree R, Devimaya R ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study tested whether simulation-based teaching modules could improve primary school teachers' knowledge about learning disabilities in children. Sixty teachers from five schools in Kerala, India were divided into two groups: one received the simulation-based teaching module while the other did not. Teachers who received the training showed significantly greater gains in knowledge about learning disabilities compared to the control group, with a net improvement of 41.75 percentage points.
Key points
- Experimental group teachers' knowledge improved from 41.50% to 83.25% after the simulation-based teaching intervention
- Control group teachers showed minimal improvement, from 43.00% to 47.75%
- The net knowledge gain attributable to the intervention was 41.75 percentage points
- Teachers' attitudes and knowledge about learning disabilities significantly influence children's recovery and academic outcomes
- No significant difference existed between groups before the intervention, but significant differences emerged after treatment
Limitations
The study does not measure whether improved teacher knowledge actually translates into better outcomes for children with learning disabilities, nor does it assess long-term retention of knowledge or actual classroom implementation of the training.
Abstract
Learning disabilities are a significant concern for primary school children, affecting their academic performance,social interactions, and emotional wellbeing . As there are no specific test to identify children with learningdisability, health professionals have to rely mainly on teacher’s report for its diagnosis. Previous studies haveproved that teacher’s towards such children have great influence towards their recovery.Objectives: 1. To design and develop simulation based teaching modules for primary school children with learningdisability. 2. To assess the effectiveness of SBT In improving learning outcomes for primary school children withlearning difficulties. 3. To identify the challenges and limitations of implementing SBT In primary school settings .Methodology: Study design: Quasi experimental design with pre and post intervention assessments. Sample;60 primary school teachers from 5 different schools .Results: The finding of the experimental group of teachers pre test knowledge and mean score was 16.6 (41.50%)and level of knowledge was inadequate. In post test knowledge score was 33.3 (83.25%). Now the level ofknowledge was adequate in experimental group. Similarly in the control group pretest knowledge mean scorewas 17.2 (43.00%) and post test knowledge mean score was 19.1 (47.75%). In the comparison of experimentalgroup and control group. In the pretest there is no significance difference between the experimental and controlgroup but after self instruction module it is observed significant difference between experimental and controlgroup. Teachers gained knowledge above 41.75% more knowledge on learning disabilities after administrationof self instruction module. This 41.75% of knowledge gain is the net benefit of this study which indicates theeffectiveness of self instructional module learning disabilities in experimental group than control groups.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Simulation-based teaching modules designed to train teachers about learning disabilities in primary school children
- Population
- 60 primary school teachers from 5 schools in Alappuzha District, Kerala, India
Key finding
Experimental group knowledge scores increased from 16.6/40 (41.50%) to 33.3/40 (83.25%)