Abstract Background and objectives: According to WHO estimation, 10% of global population has some form of disability [1]. This study examines the effectiveness of animated video assisted teaching on self-care activities among mildly retarded mentally challenged children. Objective of the study was to evaluate the effectiveness of animated video assisted teaching on self-care activities among mildly retarded mentally challenged children. Methods: The study was done by quantitative approach with pre-experimental one group pretest post test design on 30 mildly retarded mentally challenged children from VKM Special School Malappuram, Kerala. Pretest data was collected by using
self-care ability assessment tool. Animated video assisted teaching provided for 15 days, post test done by re administering the same tool. Results: Study results revealed that in pre test assessment of cumulative scores on self-care activities, majority 53.3% (16) sample scored average, 46.7% scored poor and none of the sample scored good. In post test score, majority 93.3% sample scored average, 6.7% sample scored good, and none of the sample scored poor. There was significant difference between pretest and posttest scores since t = 14.04, with p value 0.000, which was significant at 0.05 level of significance. It depicts that animated video assisted teaching was effective to improve the self-care activities of children with mild mental retardation Conclusion: The
study findings identified that there was significant difference in pre and post test scores, and it concluded that animated video assisted teaching on self-care activities were effective among mildly retarded mentally challenged children.
Keywords: Effectiveness; Animated Video Assisted Teaching; Self-Care Activities.
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