A Study to Asses Effectiveness of Group Intervention on Parental Knowledge and Attitude Regarding Impact of Online Teaching on Physical, Psychosocial Growth and Development of School Children

Abstract

Aim: The aim of this study was to assess the effectiveness of group intervention on parental knowledge and attitude regarding the impact of online teaching on physical, psychosocial growth, and development of school children at selected schools in Nasik, Maharashtra.

Materials and Methods: In this study, the research design adopted by the researcher is the pre-experimental research design with one group pre-test and post-test design. The proposed study was carried out at a selected school in Maharashtra. The mixed research approach and both quantitative research approaches used in the study. The sample size comprised approximately 422 Parents of children who attend the online teaching who met the inclusion criteria. The probability and purposive sampling technique has been utilized.

Results: The effectiveness of group intervention on online teaching knowledge was a mean of 6.74 and standard deviation (SD) 3.25 pretest and mean of 13.26 and SD of 3.22 post-test. The t-test value was 29.24, df = 421, and P < 0.00001. The results indicate significant efficacy (P < 0.05). The group intervention improved attitude toward online teaching: Pre-test mean of 40.28 and SD 13.68 and post-test mean of 59.35 and SD of 22.14. The t-test value was 15.04, df = 421, and P < 0.00001. The results indicate significant efficacy (P < 0.05). Pre-test and post-test parental attitudes on the effects of online teaching on schoolchildren’s physical, psychological, and development will be significantly effective.

Conclusion: The study’s finding was concluded that after group intervention, most parents had adequate knowledge and positive attitudes about the impact of online teaching on physical growth and psychosocial development of school. The group intervention improves parents’ knowledge and attitudes.