TEACHERS STRATEGIES FOR MANAGEMENT OF ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) AMONG PRIMARY SCHOOL PUPILS IN OBIO – AKPOR L.G.A OF RIVERS STATE, NIGERIA
Journal Title: Educational Research International - Year 2018, Vol 7, Issue 3
Abstract
This study investigated Teachers’ Strategies for Management of Attention Deficit Hyperactivity Disorder among pupils in Obio –Akpor L.G.A. of Rivers state, Nigeria With this purpose in mind, five research questions were answered and four hypotheses tested at 0.05 level of significance. The research design was a descriptive survey. A sample size of 369 primary school teachers was drawn from a population of 1565 teachers. The respondents were sampled from 20 public and private primary schools out of the 135 primary schools in Obio-Akpor Local Government Area. The instrument for data collection was a researcher constructed questionnaire called Management Strategies for Attention Disorder (MSAD). Face and content validities of MSAD was established by two experts in department of Measurement of Evaluation of University of Port Harcourt. The reliability of MSAD was established using Cronbach Alpha method which produced a coefficient of 0.88 . MSAD has 28 items and was scored using Likert type scale of 4 points for always, 3 points for sometimes, 2 points for rarely and one point for never. Data was analyzed using frequency, percentages, mean and standard deviation for the research questions and for the null hypothesis generated, independent sample t-test and ANOVA were used at 0.05 level of significance. Some of the management strategies adopted by the teachers are peer tutoring, proximity control, token economy, tangible rewards and usage of pointer to track written words on a page. The results of the study showed no significant gender difference in the management strategies of pupils with ADHD adopted by primary school teachers. Though, the findings found a significant difference in the strategies adopted for managing ADHD by teachers with respect to their experience, class taught and educational qualification. It is recommended that there should be a deliberate effort to update teachers’ knowledge and skills in the management of ADHD.
Authors and Affiliations
Rosemary Ekechukwu, Ukamaka Obumneke Alor
Keywords
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