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Effect of Structured Teaching Programme on Knowledge Regarding Stress and Level of Stress Among Plus Two Students
Abstract
The present study was intended to assess the effect of structured teaching program on knowledge regarding stress and level of stress among plus two students. The main objectives of the study were to assess the level of knowledge regarding stress among plus two students, assess the level of stress among plus two students, evaluate the effect of structured teaching program on knowledge regarding stress among plus two students, determine the association between knowledge regarding stress and selected socio demographic variables among plus two students and determine the association between level of stress among plus two students and selected socio demographic variables. Methodology adopted for the study was one group pre- test, post-test design with multi stage sampling technique. Sample size was 90. The pre-test was conducted by using a structured questionnaire to collect socio demographic data and knowledge regarding stress, students stress rating scale was used to assess the level of stress among plus two students. After pretest, structured teaching programme was administered to all participants. The duration of the programme was 45-60 minutes. After two weeks, post test was conducted by using same questionnaire used for pre-test. Data were analysed by using descriptive and inferential statistics. The study findings revealed that majority, of the participants (68.9%) had average knowledge, 28.9% (26) had poor knowledge and 2.2% (2) had good knowledge regarding stress. Whereas in the post test, 61.1% (55) had good knowledge and 38.9% (35) had average knowledge regarding stress. The mean pre-test knowledge score was increased from 10.8 to 17.1 after structured teaching programme (t=4.24; p< 0.001) in the post test. Regarding level of stress majority, 51.1% (46) of the participants had mild stress, 45.6% (41) of the participants had moderate stress and 3.3% (3) of them had severe stress. The study concluded that the structured teaching programme was effective in improving the knowledge regarding stress among plus two students.
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