Abstract:
Psychoeducation on developmental disorders targeting parents and teachers in
communities are proven as important tool in information dissemination. The main objective of
the study is to determine if the proposed module on specific learning disabilities (SLD) is
effective in improving the knowledge and attitude of parents of students and elementary school
teachers in Mabini Elementary School, Calamias Elementary School, and Brgy. San Guillermo
Elementary Schoolin Lipa City, Batangas. Moreover, the study aims to describe the parents’ and
elementary school teachers’ preconceived notions and perceptions of SLD, assess and compare
their level of knowledge and attitude towards SLD before and after undergoing the
psychoeducation program, and correlate certain socio-demographic variables with their level of
knowledge and attitude towards SLD.
This study utilized a concurrent mixed-methods design, administering both quantitative
and qualitative methods of research. The study took place in three (3) phases, with three kinds of
general methods: (1) quantitative, wherein self-report pre-test and post-test survey questionnaires
were administered to participants to generate a quantitative description of their knowledge
(measured in terms of low, average and high levels) and attitude (measured in terms of negative,
ambivalent and positive attitude) towards learning disabilities; (2) semi-experimental, wherein
participants were subjected to a psychoeducation process to increase their knowledge and
improve their attitude towards SLD; and (3) qualitative, wherein a focus group discussion was
conducted among select groups of participants with the general purpose of further exploration of
the major questions asked in the survey questionnaire to triangulate the results of the study. A
total of 51 individuals participated in the study (including pre-testing and post-testing, and
psychoeducation), with 22 teachers (11 from Mabini, 3 from Calamias and 8 from San
Guillermo) and 29 parents (14 from Calamias and 25 from San Guillermo).
Results revealed that teachers have average to high level of knowledge and have
ambivalent to positive attitudes towards SLD, while parents have low to average level of
knowledge and have negative to ambivalent attitudes. After exposure to psychoeducation or
intervention using the proposed module as guide, there was a significant increase in the level of
knowledge and improvement in attitude towards SLD among the participants (p-value=0.0005).
Hence, the proposed module for psychoeducation and intervention is considered to be effective.
Additionally, there is a moderate to strong positive correlation between the level of knowledge
and attitude – consistent during pre-test (r=0.470, p-value=<0.00001) and post-test (r=0.539, pvalue=<
0.00001). This means that the higher the level of knowledge, the more positive the
attitude is towards SLD. Thus, interventions should really first focus on increasing knowledge in
order to improve attitude and encourage health behavior or proper action.
