4. ijmps - effectiveness of problem based learning vs concept

8/17/2019 4. IJMPS - Effectiveness of Problem Based Learning vs Concept

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www.tjprc.org [email protected]

EFFECTIVENESS OF PROBLEM BASED LEARNING VS CONCEPT MAPPING

REGARDING LEVEL OF KNOWLEDGE ON BEHAVIORAL THERAPY AMONG

NURSING STUDENTS- A COMPARATIVE STUDY

S.VIJAY ANAND1, G. DHANALAKSMI

2 & V.P. MATHESWARAN

3

1 Assistant Professor, Billroth College of Nursing, Chennai, Tamil Nadu, India

2 Research Scholar, University of Madras, Chennai, Tamil Nadu, India

3 Head Incharge, Department. of Adult and Continuing Education, University of Madras, Chennai, Tamil Nadu, India

ABSTRACT

Nursing wisdom as many things both abstract and concrete. This can make the concept and shows how it is to

used in nursing education and nursing practice. Referring on how we learn and process including information is key to

the process. This is a comparative study to asses the effectiveness of problem based learning Vs concept mapping

regarding level of knowledge on behavioral therapy among III year B.Sc., (Nursing) in Billroth College of Nursing.

Objectives

• To asses the pretest level of knowledge in both group regarding behavioral therapy

• To asses the post test level of knowledge in both group regarding behavioral therapy

• To determine the effectiveness of problem solving on the level of knowledge regarding behavior therapy.

•

To determine the effectiveness of concept mapping on level of knowledge of regarding behavior therapy.

• To compare the effectiveness of problem solving vs concept mapping on behavior therapy.

• To associate the level of knowledge on behavior therapy with background variable .

•

Research Design

Quasi experimental design

Settings: The study will be conducted in a selected Nursing College in Chennai.

Population

Population of the study includes all nursing students in Billroth College of Nursing.

Findings& Conclusions

The major findings of the study revealed that the concept mapping and problem solving method of teaching

helps in overall improvement in the level of knowledge on behaviour therapy. The study concluded that there was a

significant improvement in the level of knowledge on behaviour therapy after concept mapping and problem solving

method of teaching.

Implication

The study can be applied to nursing practice, nursing education, nursing administration and nursing research

.The significant rise in knowledge on behavior therapy in post-test compare to pre-test. So, more studies in various

settings needed to conducted regarding the effectiveness of concept mapping and problem solving method of teaching

Or i gi n al Ar t i

c l e

International Journal of Medicine and

Pharmaceutical Sciences (IJMPS)

ISSN(P): 2250-0049; ISSN(E): 2321-0095

Vol. 6, Issue 2, Apr 2016, 19-34

© TJPRC Pvt. Ltd.


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20 S. Vijay Anand, G. Dhanalaksmi & V.P. Matheswaran

Impact Factor (JCC): 5.4638 NAAS Rating: 3.54

among third year students and also other studies to be conducted based on pertaining with new method of teaching

techniques among various batches of students in various disciplines

KEYWORDS:

Received: Feb 02, 2016; Accepted: Mar 02, 2016; Published: Mar 04, 2016; Paper Id.: IJMPSAPR20164

INTRODUCTION

“Education is the manifestation perfection already in Man”

– Swami Vivekananda.

Nursing wisdom as many things both abstract and concrete. This can make the concept and shows how it is to

used in nursing education and nursing practice. Referring on how we learn and process including information is key to the

process. The pathway to excellence in nursing wisdom is comparative study in which expert slowly can occur to the point

where it is able to main with very little effort by learning through new statutory like problem based learning and concept

mapping.

Background of the Study

The Traditional method of teaching consists mainly of giving lecture by the instructor and expecting students to

be cognitively active but physically inactive, except for note taking. Most students of any age cannot maintain such

behavior for a long period of time Cangelosi (2003).One aspect of the Traditional method of teaching is that it has a

tendency to view students as passive learners (Steinhorst and Keeler, 1995) because it does not engage them actively.

There is ample evidence that the current status of teaching nursing at all levels is not satisfactory. Nursing educators,

researchers, and administrators have been calling for and demanding drastic changes in the way Nursing educator is being

taught and learned. Problem solving and Concept mapping is an study procedure to activate and elaborate on prior

knowledge on behavior therapy. The study is to use concept mapping and problem solving in behavioral therapy, both

learning have parallel purposes, both based on constructive view of learning. In faculty of nursing both problem solving

learning and concept mapping have been applied together as main learning modes in learning behavioral therapy

Need for the Study

Class room teaching mostly depends upon lecture method which places students in a passive rather than in active

role, passivity probably hinders teaching, it encourages one way communication therefore, lecture must take a conscious

effort to became aware of inculcating different strategies in teaching One of the main goals in nursing education is to

promote and anyone adequate critical thinking skills in our nursing students beyond this various teaching and learning

strategies to ensure good accomplishment located to learning in behavioral therapy, making association between concept

mapping and problem solving methods are fantastic method for teaching, to induce critical thinking in nursing students.

Learning styles influences knowledge retain lecture method 10% knowledge in students reading method retain 20%

knowledge in students Audio visual method retains 30% knowledge in students, demonstration method retain 50%

knowledge in students discussion group method retain 75% knowledge, in by doing retains 80% knowledge in students

teaching others retain 90% knowledge in students immediate application in situation retain 90% knowledge in students.


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Effectiveness of Problem Based Learning Vs Concept Mapping Regarding Level of 21 Knowledge on Behavioral Therapy among Nursing Students- A Comparative Study


Problem Statement

A comparative study to asses the effectiveness of problem based learning Vs concept mapping regarding level of

knowledge on behavioral therapy among III year B.Sc., (Nursing) in Billroth College of Nursing.

Objectives

• To asses the pretest level of knowledge in both group regarding behavioral therapy

• To asses the post test level of knowledge in both group regarding behavioral therapy

• To determine the effectiveness of concept mapping on level of knowledge of regarding behavior therapy.

• To determine the effectiveness of problem solving on the level of knowledge regarding behavior therapy.

• To compare the effectiveness of problem solving VS concept mapping on behavior therapy.

•

To associate the level of knowledge on behavior therapy with selected demographic variable

Hypothesis

There will be significant difference in knowledge on behavior therapy between two group after concept mapping

and problem solving method of teaching.

Limitation

• Study is limited to a period of 4 weeks

• The study findings is limited to the students of Billroth college of Nursing

Projected Outcomes

• The result obtained will being awareness about problem based learning and concept mapping among nursing

students.

• Methodology

Research Design

• Quasi experimental design

• (Non equivalent control group design)

Research Approach

Quantitative research approach

Variables

Independent variable: Concept mapping and problem solving method of teaching

Dependent Variable: Knowledge on behavior therapy

Settings

The study was conducted at Billroth College of Nursing.


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Population

Population of the study includes all nursing students in Billroth College of Nursing.

Sample

Nursing students who fulfilled the inclusion criteria

Sample size: 40

Sampling Technique

Non – Random sampling technique

Inclusive Criteria

• Students who are willing to participate

•

Students who are present on study period

• Students who are studying 3rd

Year B.Sc (N) in Billroth College of Nursing.

Exclusive Criteria

Students who have previously attended a comparative studying on behavior therapy

Students with hearing and physical problems.

Development of the Tool

Self developed tool by investigator, tool consists of questionnaire with 2 parts.

Part 1: Deals with Demographic Data

Part: Demographic Data

It consisted of base line data includes age, sex, medium of instruction in school, type of family, family monthly

income, and order of the birth.

Part 2: Self Structured Questionnaire:

Self structured questionnaire for self assessment of knowledge on behavior therapy

Content Validity

The tool and the content was validated by the Experts of the various departments and the tool was statistically

assessed for the test retest method.

Pilot Study

Pilot study was carried out with 10 students as two groups at Billroth college of nursing 3rd

week of April in

period of 5 days from 16-3-2015 to 20-3-2015.The pilot study was designed to find out the feasibility of the tool and

practicability’s of the selected samples were tested for level of knowledge by distributing the questionnaires. The subjects

were asked to respond to questionnaires and in case of doubts, the investigator clarified the doubts. On an average , it took20 to 30 minutes for each individual to hand over the fixed tool it was followed problem solving method of teaching and


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concept mapping on the same day. On the seventh day 22-3 2015 post test was conducted with questionnaires which is

identical to pre- test.

The result of pilot study showed that level of knowledge was highly correlated with the’ r’ value 0.8. Sample used

for pilot study were excluded in the main study.

Data Collection Procedure

The investigators obtained formal permission from the Principal, college of nursing, Institutional review board

college of nursing to conduct the study. The period of data collection was four weeks 40 samples were selected by non –

random sampling technique. The purpose of the study was explained and got consent from students. The students were

given opportunity to decline from the participation at any time. All ethical principles were followed.

During the data collection period, first week 02-3-2015to 06-3-2014 pre test were done and next one week 09-3-

2014 to 13-3-2014. Concept mapping and problem solving method of teaching were implemented in various session with

various process in behavior therapy, next one weeks 15-5-2014 to 20-5-2014 they were given time to learning practice

applying method of concept mapping and problem solving, another last week 22-5-2014 to 27-5-2014 post test were done.

Data Analysis and Interpretation

Table 1: Frequency and Percentage Distribution of Demographic Variables of

III Year Students Studying in Billroth College of Nursing

No Demographic Variables Frequency (F) Percentage( N)=%

1.

Age

19-20

21-23

Above 24

25

15

0

62.5%

37.5%

0%

2.Gender

Male

Female

5

35

12.5%

87.5%

3.

Medium of instruction

in school

English

Tamil

others

20

19

1

50%

47.5%

2.5%

4.

Religion

Hindu

Muslim

Christian

Others

20

0

20

0

50%

0%

50%

0%

5.

Family monthly income

Below Rs 2000Rs 2001-3000

Rs 3001-4000

Above Rs4000

1117

7

5

27.5%42.5%

17.5%

12.5%

6.Type of stay

Hostel

Days scholar

20

20

50%

50%

7.Type of family

Joint familyNuclear family

1924

47.5%52.5%

8.

Type of parenting

Father and mother

Only father

28

4

70%

10%


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Only mother

others

6

0

20%

0%

9.

Order of birth

First

Second

Third and above

16

17

7

40%

42.5%

17.5%

Table 1 Shows:

Frequency and percentage distribution of pretest and posttest assessing effectiveness of problem solving on level

of knowledge on behavioral therapy among 3rd year B.sc nursing students studying in Billroth college of nursing.

Regarding the age group maximum of 25(62.5%) are in the age group of 19-20yrs.

concerning the gender the maximum of 5(12.5%) are Male and 35(87.5%) are Female

On the subject of the medium of instruction the maximum are Tamil medium 20(50%)

On the heading of religion the maximum of 20(50%) are Hindu and 20(50%) are Christian

With regards to the family monthly income the maximum of Rs (42.5%) are RS 2001 to Rs3000

On the heading of the type of stay maximum of 20(50%) are hostlers and 20 (50%) day scholar

In relation to the type of family, maximum of are 24 (52.5%) nuclear family.

Pertaining to the type of parenting maximum of 28(70%) are father and mother

With reference to the order of birth maximum of 16(40%%) are second

Table 2: Frequency and Percentage Distribution of Pre-Test and Post Test Assessing Effectiveness ofConcept Mapping and Problem Solving Method of Teaching on the Level of

Knowledge on Behavioral Therapy among Third Year Students N=40

Level of Knowledge on

Behaviour

Therapy

Pre Test Post Test

NO % NO %

Good knowledge 0 O% 37 92.5%

Moderate 1 2.5% 3 7.5%

Average 23 57.5% 0 0%

Poor knowledge 16 40% 0 0

P=0.05

Inference: table 2 there is an significant increase in level of knowledge on behavior therapy after concept

mapping and problem solving method of teaching


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Figure 1: Frequency and Percentage Distribution of Pre-Test and Post Test Assessing Effectiveness of Concept

Mapping and Problem Solving Method of Teaching on The Level of Knowledge on Behavioral Therapy among

Third Year Students

Inference: Reveals that there is an significant increase in level of knowledge on behavior therapy after concept

mapping and problem solving method of teaching

Table 3: Freuency and Percentage Distribution of Pre-Test And Post Test Assessing Effectiveness of

Problem Solving Method of Teaching on Level of Knowledge on Behavioral Therapy among

3rd

Year B. Sc Nursing Students Studying in Billroth College of Nursing. N= 20

Level of knowledgePre Test Post Test

NO % NO %

Good knowledge 0 O% 17 85%Moderate 0 0% 3 15%

Average 19 95% 0 0%


P=0.05

Inference: There is an significant improvement in level of knowledge on behavior therapy after problem solving

method of teaching among III yr B.sc nursing student compare with pre test and post test knowledge .


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Figure 3: Frequency and Percentage Distribution of Pre-Test And Post Test Assessing Effectiveness of Problem

Solving Method of Teaching on Level of Knowledge on Behavioral Therapy Among 3rd

Year B. Sc Nursing Students

Studying in Billroth College of Nursing

Inference: Reveals Frequency and percentage distribution of pre-test and post test assessing effectiveness of

problem solving method of teaching on level of knowledge on behavioral therapy among 3rd

year B.sc nursing students

studying in Billroth college of nursing.

Table 4: Frequency and Percentage Distribution of Pre-Test and Post Test Assessing Effectiveness of Concept

Mapping Method of Teaching on Level of Knowledge on Behavioral Therapy among 3rd Year B.SC Nursing

Students Studying in Billroth College of Nursing. N= 20

Level of

knowledge

Pre Test Post Test

NO % NO %

Good knowledge 0 O% 18 90%

Moderate 1 5% 2 10%

Average 4 20% 0 0%


P= 0.05

Inference: There is an significant improvement in level of knowledge on behavior therapy after problem solving

method of teaching among III yr B.sc nursing student compare with pre test and post test knowledge.


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Figure 4: Frequency and Percentage Distribution of Pre-Test and Post Test Assessing Effectiveness of Concept

Mapping Method of Teaching on Level of Knowledge on Behavioral Therapy among 3rd Year B.SC Nursing

Students Studying in Billroth College of Nursing

Inference: Reveals Frequency and percentage distribution of pre-test and post test assessing effectiveness of

concept mapping method of teaching on level of knowledge on behavioral therapy among 3rd

yeaB.sc nursing students

studying in Billroth College of nursing.

Table 5: Mean and Standard Deviation of Pre-Test and Post Test Assessing Effectiveness of Concept Mapping and

Problem Solving on the Level of Knowledge on Behavioral Therapy among Third Year Students. N=20

Variables Pre-Test Post- TestPair ‘t’

Test

Behaviour

Therapy

Mean S.D Mean S.d

22.161

S*31 5.25 60 5

P=0.05

Inference: There is an significant difference in Mean and standard deviation of pre-test and post-test assessing

effectiveness of concept mapping and problem solving on the level of knowledge on behavioral therapy among third year

students. pair “t” test shows highly significance 22.161* at the level of 5%

Table 6: Mean and Standard Deviation of Pre-Test and Post Test AssessingEffectiveness of Concept Mapping on The Level of Knowledge on

Behavioral Therapy among Third Year Students N=40

Variables Pre-Test Post- TestPair ‘t’

Test

Level of knowledge on

Behaviour therapy

Mean S.d Mean S.d

20

S*28 6.02 59 3.18

P=0.05

Inference: There is an significant difference in Mean and standard deviation of of pre-test and post test assessing

effectiveness of problem solving on the level of knowledge on behavioral therapy among third year students. Pair “t”

shows highly significant 20* at the level of 5%


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Table 7: Mean and Standard Deviation of Pre-Test and Post Test Assessing Effectiveness of

Problem Solving on The Level of Knowledge on Behavioral Therapy among

Third Year Students N= 20

Variables Pre-test Post- testPair ‘t’

test

Behaviour therapy

Mean S.D Mean S.D

19

S*35 4.24 56 6

P=0.05

Inference: There is an significant difference in Mean and standard deviation of of pre-test and post test assessing

effectiveness of problem solving on the level of knowledge on behavioral therapy among third year students. Paired ‘t’ test

shows highly significance 19* at level of 5%

Table 8: Association between Level of Knowledge on Behavior Therapy and Demographic Variables N=40

Demographic Variables Good Moderate AveragePoor

Knowledge

Chi square

test and p

value50 and above 40- 50 30-40


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Table 8: Contd.,

Type of parenting

Father and mother

Only father

Only mother

others

26

3

3

2

65%

7.5%

7.5%

5%

2

2

2

0

5%

5%

5%

0

0

0

0

0

0%

0

0

0

0

0

0

0

0%

0%

0%

0%

X2= 0.36

DF =9

P= 21.67

(N.S)

Order of birth

First

Second

Third and above

11

15

12

.27.5%

37.5%

30%

1

1

0

.2.5%

2.5%

0

0

0

0

0%

0%

0%

0%

0

0

0

0%

0%

0%

0%

X2= 0.95

DF =6

P= 16.81

(N.S)

Inference: There is no significant association between level of knowledge on behavior therapy, concept mapping

and demographic variables

DISCUSSIONS

This discussion is based on the objectives specified in the studies.

The First Objective of the Study is to Asses the Pretest Level of Knowledge in Both Group Regarding

Behavioral Therapy: study to asses on Indian nursing students' changing levels of knowledge on behavior therapy during

their pre-registration programmed Aim: To ascertain nursing students' perceived levels of knowledge on behavior therapy

prior to, and nearing the completion of, their third-year pre-registration programmer. Methods: The students commencing

general nurse education programmers in two schools in Southern India agreed to take part (n=72). A questionnaire adapted

from a number of scales, and tested for validity and reliability in this population, was used to collect data. Results: In

general, students' reported level of knowledge on behavior therapy rose as they approached completion of their third year

education program me.

To Asses the Post Test Level of Knowledge in Both Group Regarding Behavioral Therapy: Conducted a

study on Relationship between contrived in concept mapping and Problem solving on behavior therapy. In post test most of

the students 95% were Used a 2 (concept mapping) x 2 (problem solving) design to investigate the external validity. The

Conflict Resolution Inventory was used as the selection device. Results indicated a positive relationship between problem

solving and concept mapping method of teaching. They also indicated that self-report scores were not predictive of

behavior in the contrived in vivo condition; moreover, knowledge on behavior therapy was enhanced in the problem

solving and concept map method of teaching, while the converse occurred in the contrived in vivo condition. The results

indicate that generalizations to more naturalistic settings like problem solving and concept mapping method of teaching

based upon scores must be made with caution.

To Determine the Effectiveness of Concept Mapping on Level of Knowledge of Regarding Behavior

Therapy: A study on Evaluation of an concept mapping method of teaching on behavior therapy program on nursing and

medical students' behavior therapy, self-esteem, and interpersonal communication satisfaction. Aim: To evaluate the effect

of an knowledge level on behavior therapy training program on nursing and medical student Methods: Using a longitudinal

research design using scale assessing knowledge on behavior therapy. Inventory. Results:. The knowledge on behavior

therapy of the experimental group were significantly improved in nursing and medical students after concept mapping

method of learning


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To Determine the Effectiveness of Problem Solving on the Level of Knowledge Regarding Behavior

Therapy: conducted a study on the the influence of problem solving method of teaching on behavior therapy. Effect of

problem solving method of teaching on self-evaluation of improved knowledge on behavior therapy. Aim: of the study is to

investigate the "differential effect of role-playing enactments" hypothesis through self-evaluations of improvement inbehavior therapy by participants in an assertive training program. Methods: Twenty-two nonassertive Israeli students were

trained in two groups: mimetic-replications (action modeling, n = 12) and spontaneous (self-produced action, n = 10) role-

playing interventions. Results: Comparisons of their scores on the Self-Expression College Scale (CSES) before and after

the training showed that both groups significantly improved their self-evaluations, but the mimetic-replication group did

better. In particular, this group scored significantly higher on the CSES first factor (the willingness to take risks in

situations that involved other, significant persons).

To Compare the Effectiveness of Problem Solving Vs Concept Mapping on Behavior Therapy: Conducted a

study on Behavioral and bodily self concept changes after concept mapping and problem solving method of teaching, Aim

of the study is to finding correlations between the development of behavior therapy through problem solving and concept

map method of teaching, assertive training and the modification of the bodily self concept (or body image).Method: Eleven

social phobic patients (6 women, 5 men, mean age 31.5) are treated in two groups and measured by Rathus's behavior

therapy schedule, and Osgood's semantic differential (key concepts: my self, my body, my voice, my gestures, my look;

control concept: a table). At post test and follow-up (between 6 and 9 months), Results: ANOVA shows a significant

positive change in behavior therapy (p 0.001), correlated with modifications in bodily self concept. The patients are rating

their body and their look as more active and stronger, but the body is perceived as more dangerous (p 0.05). No change

appears in the other key concepts and the control concept. The interrelation between behavioral therapy and problem

solving and concept mapping method of teaching and cognitive changes are discussed.

CONCLUSIONS

To Associate the Level of Knowledge on Behavior Therapy with Selected Demographic Variables: The

association level of behavior therapy with demographic variables in terms of age ,gender, medium of instruction, Religion,

family monthly income, Type of stay, Type of family, type of parenting and order of birth. The inference shows that there

is no significant association with demographic variables. Shahsiah M, Botlani S, (2009) Conducted a study on The effect of

behavior therapy training on student's academic anxiety. Aim of the study is to determine the effect of behavior therapy

training on reducing anxiety levels There were 3 questionnaires, namely demographic, academic anxiety and behavior

therapy Rathus questionnaires in which the validity and reliability were calculated and approved.

REFERENCES

1. Hmelo-Silver, Cindy E. (2004). "Problem-Based Learning: What and How Do Students Learn?". Educational Psychology

Review 16 (3): 235.

2.

Schmidt, Henk G; Rotgans, Jerome I; Yew, Elaine HJ (2011). "The process of problem-based learning: What works and

why". Medical Education 45 (8): 792–806.

3.

Hung, Woei (2011). "Theory to reality: A few issues in implementing problem-based learning". Educational Technology

Research and Development 59 (4): 529.

4.

Barrows, Howard S. (1996). "Problem-based learning in medicine and beyond: A brief overview". New Directions for

Teaching and Learning 1996 (68):


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5.

Krajeik, Joseph; Phyllis C. Blummenfeld; Ronald W. Marx; Elliot Soloway (1994). "Collaborative Model for Helping Middle

Grade Science Teachers Learn Project-based Instruction".Chicago Journals 94 (5): 483–497.

6. Neville, Alan J. (2009). "Problem-Based Learning and Medical Education Forty Years on". Medical Principles and

Practice 18 (1): 1–9.

7. Armstrong, Elizabeth G (2008). "A Hybrid Model of Problem-based Learning" . In Boud, David; Feletti, Grahame. The

challenge of problem-based learning. London: Routledge.

8. "Mind Map noun - definition in the British English Dictionary & Thesaurus - Cambridge Dictionaries Online" .

Dictionary.cambridge.org. Retrieved 2013-07-10.

9. "Who invented mind mapping" . Mind-mapping.org. Retrieved 2013-07-10.

10. "Roots of visual mapping - The mind-mapping.org Blog" . Mind-mapping.org. 2004-05-23. Retrieved 2013-07-10.

11.

Buzan, Tony 1974. Use your head. London: BBC Books.

12.

Buzan claims mind mapping his invention in interview. KnowledgeBoard retrieved Jan. 2010.

13.

Hope Journal Of Research Volume: 2 Issue: 4 Issn (P): 2313-8122 January 2015 Issn (E): 2307-7034 House Of 01/2015;

Volume: 4(2 Issue:):1-13.

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Ali R. Hukamdad, A. Akhter, A. Khan, Effect of Using Problem Solving Method in Teaching Mathematics on the Achievement

of Mathematics Students, Asian Social Science, (6) 2 (2010) 67-72.

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C. S. Eng, Problem Based Learning-Educational Tool or Philosophy, University of Newcastle, Australia (2001).

16. R. Foshay, J. Kirkley, Principles for Teaching Problem Solving, Technical Paper 4, PLATO Learning, Inc. Retrieved

November 5, (2004).

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S. A. Gallagher, W. J. Stephien, B. T. Sher, D. Workman, Implementing Problem-Based Learning in Science Classrooms,

School Science and Mathematics, 95 (3) (1999) 136-146.

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http:/www.e.medicine.com

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http:/www.medline.com

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http:/www.Pubmed central min.com

APPENDIX

Self Structured Questionairre for

Self Assesment of Level of Knowledge on Behavioral Therapy

Table 9

S:NO Questions AgreedPartially

Agrred

Partially

Not Agrred

Not

Agreed

1.Behavior therapy is an form of

psychotherapy.

2.Principles of Behavior therapy is

based on operant conditioning.3.

Behavior therapy is applied to

unwilling patients.


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Table 9: Contd.,

4.Behavior therapy is long

duration therapy.

5.Phobias treatment choice is

behavior therapy

6.Modeling refer to learning ofnew behavior.

7. Time out is an aversive stimulus

8.Systemic desensitization is antechnique to overcome fear of

phobic stimulus.

9.Flooding sometimes called

implosive therapy.

10.Premark principle is an

technique of behavior therapy

11.

Reciprocal inhibition decrease

(or) eliminates maladaptive

behavior12.

Unpleasant aversion is producedby electric stimulus.

13.Behavior therapy includes

relaxation training

14.

Response prevention and

restraints can be combined with

flooding

15.Token economy is an type of

contingency contracting.

Scoring

50 and above- Having Good Knowledge On Behavior Therapy

40-49- having moderate Knowledge On Behavior Therapy

30-40 Having Average Knowledge On Behavior Therapy

Below 30 - Having Poor Knowledge On Behavior Therapy

DEMOGRAPHIC DATA

• Age in years

• 19-20 yrs

• 21-23yrs

• Above24yrs

• Gender

• Male

• Female

• Medium of instruction in school

• English medium


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• Tamil medium

• Others

• Religion

• Hindu

• Muslim

• Christian

• Others

• Family monthly income

• below Rs 2000

• Rs 2001-3000

• Rs 3001- 4000

• Above 4000

• Type of stay

• Hostel

• Day scholar

• Type of family

• Joint family

• Nuclear family

• Type of parenting

• Father and Mother

• Only Father

•

Only mother

• others

• Order of birth

• First

• Second

• Third and above


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