期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：5
页码：4297-4302
DOI：10.9756/INTJECSE/V14I5.498
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：One of the most prevalent challenges among youngsters is academic difficulties. It is the most prevalent reason for children's academic underachievement. Instructors are in charge of detecting and correcting such issues. As a result, future teacher education is critical. The study's purpose would be to evaluate how effective organized training programmes are at raising primary school teachers' understanding of academic issues. An evaluative approach using pre-experimental (one group pre-test post-test design) and purposive sampling strategy were used to choose the sample (N=60). The effectiveness of a structured knowledge questionnaire were tested using STP. To break down the data, descriptive and deducible statistics were employed.The entire pre-test mean of respondents' knowledge score on Scholastic Disorder in Children was 18.04 (45.1%), while the post-test mean was 32.58 (81.45%), with a 14.54 percent improvement.At the 0.05 level of significance, the estimated paired 't' test statistic of 19.4* which is more than the n tabulated value, showing that there is a significant difference between respondents' pre-test and post-test knowledge scores. Prior to the implementation of STP, Primary School Teachers lack sufficient knowledge, according to the findings of the study. The results revealed that the STP is effective in increasing Primary School Teachers' knowledge of Scholastic Disorders in Children.
关键词：STP;Knowledge;Scholastic Disorders;Primary School Teachers
