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@article{187736,
        author = {Prajakta Masram and Dr Rupa Verma and Kamini Pise},
        title = {A STUDY TO EVALUATE EFFECTIVENESS OF VIDEO ASSISTED TEACHING ON KNOWLEDGE OF APPROPRIATE AND INAPPROPRIATE TOUCH AMONG SCHOOL GOING CHILDREN IN SELECTED SCHOOL OF THE CITY: A PRE-EXPERIMENTAL STUDY},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {6},
        pages = {6107-6115},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=187736},
        abstract = {The time changed from “reciting poem and fairy tales” to “teaching about good touch and bad touch. -Sarika Rana The first sensory input in life is attributed to the fetal sensation of tactile sensation when it is formed in the mother and feels protection. Parents, siblings, oldest, friends and teachers play an important role in the development of a child. Sex education is extremely important for all children. Therefore, it should be taught to the grade, like in mathematics. Parents sometimes find it uncomfortable when talking about these sensitive topics, but learning must start with parents at home. Grade year is one of the most important periods of human development. How childhood relationships are ultimately formed with others, like children, and perceived themselves. Many mental illnesses in adults, including great pression, personality disorders, and self-positional behaviour, were associated with childhood sexual abuse. A meta-analysis of 13 (13) studies (including studies on kindergarten children) reported that 28% of children who were sexually abused provided information that they had sexual behaviour problems. Close contact and touch are important aspects of human relationships. In general, touch can transmit warmth, redirect aggression, and express a range of emotions. Calm, caring, and comforting touch can convey deep emotional connection. However, touch can also be used in oppressive, controlling, or punitive ways. When caring for young people, touch occurs in various contexts—such as during leisure activities or while providing direct physical care. A child’s past experiences can significantly influence how they perceive and respond to touch. Some children may have been subjected to inappropriate or abusive touch in the past, and caregivers may be unaware of this history. For certain children, physical affection might have been associated with sexual abuse. Understanding the potential meanings and interpretations of touch in such contexts is essential for identifying risks and ensuring the protection of both children and caregivers. A particular touch may feel personally distressing, but that does not necessarily mean a crime has occurred. The specific details of the interaction can provide a strong defense, even in serious allegations such as sexual misconduct. It is crucial to teach children that inappropriate touch is wrong. Inappropriate content includes sexually explicit material, false or misleading information, violence, extremist or terrorist content, and hate speech. Exposure to such content can be harmful to young people, though the extent of its impact is difficult to measure, as many incidents go unreported. Close contact and touch are important aspects of human relationships. In general, touch can transmit warmth, redirect aggression, and express a range of emotions. Calm, caring, and comforting touch can convey deep emotional connection. However, touch can also be used in oppressive, controlling, or punitive ways. When caring for young people, touch occurs in various contexts—such as during leisure activities or while providing direct physical care. A child’s past experiences can significantly influence how they perceive and respond to touch. Some children may have been subjected to inappropriate or abusive touch in the past, and caregivers may be unaware of this history. For certain children, physical affection might have been associated with sexual abuse. Understanding the potential meanings and interpretations of touch in such contexts is essential for identifying risks and ensuring the protection of both children and caregivers. A particular touch may feel personally distressing, but that does not necessarily mean a crime has occurred. The specific details of the interaction can provide a strong defense, even in serious allegations such as sexual misconduct. It is crucial to teach children that inappropriate touch is wrong. Inappropriate content includes sexually explicit material, false or misleading information, violence, extremist or terrorist content, and hate speech. Exposure to such content can be harmful to young people, though the extent of its impact is difficult to measure, as many incidents go unreported. OBJECTIVE OF THE STUDY Primary Objectives To assess the effectiveness of video assisted teaching programme knowledge regarding appropriate and inappropriate touch among school going children. Secondary objectives To Assess the pre-test Knowledge score regarding appropriate touch and inappropriate touch among school going children in selected school. To assess Post –test on knowledge score regarding appropriate touch and inappropriate touch among school going children in selected school. To assess the effectiveness of video assisted teaching on knowledge regarding appropriate touch and inappropriate touch among school going children. To find the association between posttest knowledge score regarding appropriate touch and inappropriate touch among school going children with their selected demographic variable. Result The hypothesis was tested statistically with the distribution of pre-test and post-test mean score. The levels of knowledge during the pre-test and post- test were compared to prove the effectiveness of planned educational teaching. Tabulated’ value was compared with calculated ‘t’ value. The pre- test mean score of knowledge was 8.6833 and standard deviation of 2.33972, were as in post- test the mean score of knowledge was 24.0500 and standard deviation of 2.71484. The standard error of the mean was 0.35048. The calculated ‘t’ value was 41.138. Which was found to be significant at p<0.05 level. This indicate that the video assisted teaching was effective to improve knowledge regarding appropriate and inappropriate touch in selected school of the city. Among the 60 school-going children surveyed, most (43.3%) are 9 years old, with others under or over 10. Academically, they are mainly in 3rd to 6th Standards, with the highest number in 4th Standard (33.3%). The majority are Hindu (75%), followed by Muslims (11.7%), Christians (1.7%), and others (11.7%). Fathers are primarily engaged in business (33.3%), government (21.7%), or private jobs (18.3%), while mothers mostly have government jobs (46.7%), followed by business (25%) and labor (21.7%). Regarding siblings, 36.7% have none, 35% have one, and 28.3% have two. In terms of hobbies, most children watch TV (81.7%), while fewer prefer playing, drawing, or other activities. Transportation-wise, 56.7% use auto- rickshaws, and 43.3% use buses. Knowledge about appropriate touch is partial for 43.3%, lacking in 31.7%, and clear in 25%. Most children (90%) learn about it from teachers, while only 10% learn from parents. The analysis of pre-test knowledge scores highlights the distribution of participants understanding before the intervention. The results indicate that pre-assessment knowledge scores of 60 respondents categorized into different levels based on their percentage scores. Among them, 4 respondents (6.7%) had a poor knowledge score, falling within the 0%-33% range. The majority, 44 respondents (73.3%), had an average knowledge score ranging between 33.01% and 75%. Additionally, 12 respondents (20.0%) demonstrated a good knowledge score, ranging from 75.01% to 100%. The analysis of post-test knowledge scores highlights the distribution of participants understanding after the intervention. The results indicate that the intervention post-test shows, 8 respondents (13.3%) had a poor knowledge score within the 0%-33% range. A total of 23 respondents (38.3%) had an average knowledge score ranging between 33.01% and 75%. Notably, 29 respondents (48.3%) achieved a good knowledge score, falling within the 75.01%-100% range. The minimum score recorded in this assessment was 18, while the maximum score reached 28. conclusion analysis of pre-test knowledge scores highlights the distribution of participants understanding before the intervention. The results indicate that pre-assessment knowledge scores of 60 respondents categorized into different levels based on their percentage scores. Among them, 4 respondents (6.7%) had a poor knowledge score, falling within the 0%-33% range. The majority, 44 respondents (73.3%), had an average knowledge score ranging between 33.01% and 75%. Additionally, 12 respondents (20.0%) demonstrated a good knowledge score, ranging from 75.01% to 100%. The analysis of post-test knowledge scores highlights the distribution of participants understanding after the intervention. The results indicate that the intervention post-test shows, 8 respondents (13.3%) had a poor knowledge score within the 0%-33% range. A total of 23 respondents (38.3%) had an average knowledge score ranging between 33.01% and 75%. Notably, 29 respondents (48.3%) achieved a good knowledge score, falling within the 75.01%-100% range. The minimum score recorded in this assessment was 18, while the maximum score reached 28. Analysis revels that there is association of knowledge score is with age and There is no association found between knowledge with all demographic variables.},
        keywords = {},
        month = {November},
        }