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Evaluating the Knowledge of Secondary School Teachers about Adolescent Growth and Development in Al-Ramadi Education Directorate

Nasser Khalaf Mohammed

1

*, Wissam Jabbar Qasim

2

1.2 University of Baghdad, College of Nursing, Department of Community Health Nursing, Iraq

*Corresponding author: [email protected]

ABSTRACT

A descriptive study was conducted using the assessment method to assess the knowledge of secondary school teachers about adolescent growth and development in Al-Ramadi Education Directorate from October 1, 2020 to May 31, 2021. The study take place in secondary schools in Al-Ramadi city in Iraq. A sample of (60) teachers are selected from the aforementioned schools using the non-probability sampling method to collect an appropriate sample.

The sample consisted of (30) teachers for the case group, and (30) teachers for the control group, and a self-report questionnaire was developed from the literature on the evaluation process, and the results indicate that the level of teachers' knowledge before the program are poor compared to the results after they were subjected to the educational program. The study concluded that there are differences between secondary school teachers regarding the growth and development of adolescents. Similarly, the study recommends the necessity of increasing the educational programs in this regard for the benefit of secondary schools, faculty members and students.

Keywords: Evaluation, teacher, development, adolescence, growth

Introduction

Adolescence represents the transition from late adolescence to early adulthood and signals the start of human reproductive lives. Teenage years include sexual maturity as regards hormones and physical growth of the body and are marked by a rise in group activity sophistication, and thereby social comportment (Lerner and Steinberg, 2004)In this planning process, The transformation from adolescence to maturity begins for teenagers. This developmental stage is characterized by concerns of freedom, identity, sexuality and connections. Psychiatric and psychosocial conditions such as mood disturbances, anxiety and perception disorders (such as schizophrenia) can occur or appear for the first time(painter and Scannapieco, 2021).The psychosocial state of teenagers differs greatly from childhood and adulthood.

At this time there are distinct shifts in interactions between peers, the family and the community. Teenagers become more independent of their choices, feelings and behavior and start disengaging from parental control. The school environment often entails an intensive period of socialization in which young people are constantly conscious of the experiences of peers, teachers and other social forces (Berzonsky and Adams, 2003).Adolescence is a time when the social self, its personality and self-understanding have been established and improved compared to the social environment (Coleman and Hendry, 1990).Anecdotal research or auto-reports indicate that as children go through puberty and adolescence, they are becoming increasingly self-aware and obsessed with the views of others (Steinberg, 2005).Psychosocial adaptation is a characteristic of this growth process and even ordinary people deal with questions of personality, individuality, sexuality and connections. "How can I contribute to all these people in my life? Who am I?

Where am I going? "Most teens are frequently concerned. During puberty, psychosocial conditions are more common than in infancy and many dysfunctional compartments begin in adolescence. A lack of calories, a poor diet, obesity, use of drugs and aggressive activity can contribute later in life to acute health issues, chronic diseases, or morbidity (Sharon, 2020). Adolescent issues most often include growth and development, education, infant and continuing infectious infections, mental health conditions and risks and criminal behavior effects, including injuries, legal ramifications, abortions, infectious diseases and disorders of drug use. Causes of death and injury in youth are caused by unintentional accidents from motor car collisions and injuries from domestic abuse (Sawyer, et al., 2012)The needs of UNICEF and other organizations for early puberty are motivated by several persuasive reasons. Globally, adolescent populations, particularly in low-resource countries, are witnessing major demographical increases. The earth has more than 10 to 24 years of age in human history today, representing about 25% of the world's population (Patton, et al., 2016).

The term adolescence refers to the time between childhood and adulthood where a person is maturing and evolving (Organization, 1993). This is a dynamic era marked by rapid physical, biochemical, psychological, and social development, maturation, and growth. With sexual, physical, and psychological growth, as well as cognitive and social changes, an individual matures into an adult (Büyükgebiz, 2013). Changes are happening rapidly during this time period. The growth of secondary sex characters, changes in the amount and distribution of fat and muscle tissues, and changes in the circulation and respiratory system are all examples of physical changes (Traggiai and Stanhope,2003;

Derman, 2013).Functional MRI (FMRI) has recently been used to study not only the structure, but also the function of the brain. These findings show that major synaptic reorganization occurs during adolescence, resulting in a sensitive period similar to infancy's sensorimotor period. Experiential feedback is fundamental to the growth of both executive

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function and social cognition during this crucial time, according to research (Blakemore and Choudhury, 2006). There has been the emergence of a new neurobiological model. Throughout adolescence, the brain undergoes dynamic changes, and the interplay between structural and behavioral 5 changes has become more apparent (Casey, et al., 2011).

This timeframe of neurobiology is referred to as a "reconstruction zone" by Siegel (Codrington, 2010). School counselors may help students through the rebuilding process by providing program services as well as consulting with other school staff. The Mind of adolescent The brain is the most complex organ in the body. While 95% of brain development occurs before the age of 5 or 6, the second wave of development occurs during adolescence, generally from the age of 11 or 12 at around the age of 24 (Spinks, 2000; Jensen, 2010; Yurgelun-Todd, et al., 2002).

Methodology

A quasi-experimental design (descriptive study) used to guide this study, performed using the pre-post-test approach of two sets of samples (case and control group). The probability sample was taken (purposefully) by selecting (60) teachers working in secondary schools in the Ramadi Education Directorate into two groups. (30) teachers were presented as a group for the educational program, and (30) teachers were not subject to the educational program. It is a control group. In order to reach the objectives of the study. The two groups have roughly the same demographic characteristics. Both groups performed an initial and post-test to evaluate the effectiveness of the educational program on teachers' knowledge about adolescent growth and development. After obtaining permission from all institutions, data were collected through the use of questionnaire design as a method of data collection process, and education program application. The implementation was carried out in one of the lecture halls of the Al Irfan High School in Iraq. All the participants (60) teachers were interviewed and informed of the purpose of the study.

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Results

Table 1 Overall Evaluation of Teachers’ Knowledge about Adolescents’ Growth and Developments Levels of

knowledge

Study Group (N= 30) Control Group (N=30)

Pre-test Post-test I Post-test II Pre-test Post-test I Post-test II

f % M S.D f % M S.D F % M S.D f % M S.D f % M S.D f % M S.D

Poor 8 26.6 9.70 3.415

4 13.3 15.97 5.881

0 0 17.63 3.316

10 33.3 8.47 3.213

9 30 8.50 3.203

9 30 8.50 3.203

Fair 20 66.7 6 20 7 23.3 20 66.7 21 70 21 70

Good 2 6.7 20 66.7 23 76.7 0 0 0 0 0 0

Total 30 100 30 100 30 100 30 100 30 100 30 100

f: Frequency, %: Percentage, M: Mean total score, SD Standard deviation of total score. Poor= 0 – 7, Fair= 8 – 15, Good= 16 – 22

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Table 2 Assessment of Teachers’ Knowledge about Growth & Development of Adolescence among Study and Control Group

List

Knowledge items Study Group (N=30) Control Group (N=30)

Pre-test Post-test I Post-test II Pre-test Post-test I Post-test II M.S Ass. M.S Ass. M.S Ass. M.S Ass. M.S Ass. M.S Ass.

1 Adolescence period is defined as period that extends from the end of childhood to the onset of adulthood is considered

0.83 Good 0.90 Good 1.00 Good 0.67 Fair 0.67 Fair 0.67 Fair

2 Adolescence is considered one of the most important stages of life volatility and difficulty

0.80 Good 0.87 Good 0.97 Good 0.77 Good 0.77 Good 0.77 Good

3 Adolescence characterized by rapid growth compared to the next and previous period

0.80 Good 0.80 Good 0.93 Good 0.63 Fair 0.63 Fair 0.63 Fair

4 Human life is considered as whole unit, each stage and age is related and preceding, and adolescence is among stage of complete development in a person’s life

0.20 Poor 0.63 Fair 0.77 Good 0.10 Poor 0.10 Poor 0.10 Poor

5 The stage of adolescence are early adolescence (12- 14) year, middle adolescence (14-16) year, and late adolescence (17-21) year

0.33 Poor 0.70 Good 0.83 Good 0.23 Poor 0.23 Poor 0.23 Poor

6 One of the characteristics of the growth and physical development of an adolescent is the length of the arms increased rapidly with the difference between the males themselves

0.50 Fair 0.67 Fair 0.63 Fair 0.27 Poor 0.27 Poor 0.27 Poor

7 Growth and physiological development of an adolescent characterized by increase the growth and development of the sex glands

0.67 Fair 0.83 Good 0.83 Good 0.63 Fair 0.63 Fair 0.63 Fair

8 Sexual growth and development characterized by 0.33 Poor 0.53 Fair 0.67 Fair 0.23 Poor 0.23 Poor 0.23 Poor

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http://annalsofrscb.ro 16614 increased feeling of anxiety due to change in the shape

of the sexual organs, Increased desire in the need for sexual satisfaction, and Desire to form relationships with others of both sexes

9 Motor growth and development is characterized by lack of motor activity and lethargy

0.23 Poor 0.63 Fair 0.80 Good 0.23 Poor 0.23 Poor 0.23 Poor

10 The nature of the family relations that exist between parents, brothers and relatives are not affected by emotional growth and development does not represent emotional growth and development

0.17 Poor 0.60 Fair 0.73 Good 0.20 Poor 0.20 Poor 0.20 Poor

11 A Teenager's sense of remorse when making mistakes indicate religious emotional growth and development

0.13 Poor 0.80 Good 0.83 Good 0.40 Fair 0.40 Fair 0.40 Fair

12 Increased social distress, staying away home, and spending times with friends do not causes of adolescent social development problems

0.03 Poor 0.57 Fair 0.47 Fair 0.07 Poor 0.07 Poor 0.07 Poor

13 A teenager who has a popular and social base during childhood helps with social growth and development

0.80 Good 0.90 Good 0.90 Good 0.67 Fair 0.67 Fair 0.67 Fair

14 The most important characteristic of the stage of growth and cognitive development is evolution of high-level cognitive performance in line with changes in brain structure and function

0.67 Fair 0.87 Good 0.87 Good 0.57 Fair 0.57 Fair 0.57 Fair

15 The internal conflict between the ego and the superego of a teenager is called emotional growth

0.23 Poor 0.80 Good 0.73 Good 0.37 Fair 0.37 Fair 0.37 Fair

16 A teen's reaction described in early adolescence that comes in the form of screaming, threatening, insulting, hitting, or cracking

0.53 Fair 0.83 Good 0.87 Good 0.63 Fair 0.63 Fair 0.63 Fair

17 One of the most important causes of a teenager's lack of self-confidence is physical changes in the appearance and external appearance of a teenager

0.33 Poor 0.67 Fair 0.90 Good 0.37 Fair 0.37 Fair 0.37 Fair

18 Daydreaming is one of the reasons that lead to a teenager being distracted from the academic duties assigned to him

0.33 Poor 0.63 Fair 0.90 Good 0.23 Poor 0.23 Poor 0.23 Poor

19 The signs of rebellion in teenager appear in feeling of unaccepted oneself behaviors and willing to have

0.20 Poor 0.73 Good 0.60 Fair 0.07 Poor 0.07 Poor 0.07 Poor

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http://annalsofrscb.ro 16615 identity from parents, school, and community

20 The most important concerns that make a teenager more anxious and unstable are fears from parents in home and teachers in school

0.57 Fair 0.67 Fair 0.80 Good 0.33 Poor 0.33 Poor 0.33 Poor

21 One of the most dangerous problems facing a teenager that seriously threatens his life is the problem of psychological incompatibility

0.27 Poor 0.57 Fair 0.70 Good 0.20 Poor 0.20 Poor 0.20 Poor

22 One of the factors that cause adolescents' compatibility and the success of his relationship with society is a healthy upbringing that depends on discipline, awareness, and assistance with adaptation

0.73 Good 0.77 Good 0.90 Good 0.60 Fair 0.60 Fair 0.60 Fair

Table 3 Significant Differences in Teachers’ Knowledge about Adolescents’ Growth and Development during Pre-test, Post-test 1, and Post test 2 among Study and Control Group

Knowledge Group

Sources of Variance Sum of Sqare df Mean Square F P≤ 0.05

Study Group Post-test I Between Group

Within Group Total

486.600 516.367 1002.967

12 17 29

40.550 30.375

71.036 .002

Post-test II Between Group

Within Group Total

94.917 224.050 318.967

12 17 29

7.910 13.179

4.031 .011

Control Group Post-test I Between Group

Within Group Total

2122.050 945.417 3067.467

12 17 29

124.826 78.785

1.584 .211

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Post-test II Between Group

Within Group Total

963.533 451.833 1415.367

12 17 29

56.678 37.653

1.505 .238

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Discussion

According to the present study, findings illustrated teachers' knowledge in the study and control groups before and after the implementation of the educational program which shows clearly that teachers' knowledge in the study group is high level (good) when compared between pre and post- tests, while there are no differences from the control group with respect to the total mean of scores (Table 1). Regarding the overall levels of knowledge among teachers towards adolescent growth and development, which reveals that teachers have poor knowledge of adolescent growth and development for both groups in previous test results. Posttest results indicate that all teachers in the study group had a better level (More than three quarters) of knowledge about adolescent growth and development, while teachers in the control group had a weak level of knowledge about adolescent growth and development. See (Table 2). The researcher affirms that these results indicate the positive impact of educational programs in enhancing the general knowledge of secondary school teachers about the growth and development of adolescents. Findings revealed that there was a large difference in the post-test 1 between the study group, and a large difference in the post-test 2, respectively, results indicate a greater effectiveness of the educational program on the knowledge of teachers. While the control group, the result indicates that there is no significant difference in posttest 1 and 2 (Table 3).

Conclusion

The majority of secondary school teachers have poor knowledge regarding the fields of growth and development in general, as well as the stages of growth and development of adolescent.

Acknowledgment

Special thanks and appreciation to all the secondary school teachers who participated in the study for their cooperation with me and agreed to share. Also, many thanks to everyone in the Ramadi Education Directorate who helped and supported me during the data collection phase.

References

[1] Lerner R, Steinberg L, editors. Handbook of Adolescent Psychology. 2nd edn. New York: Wiley;

2004. [Google Scholar].

[2] Berzonsky MD, Adams GR. The Blackwell Handbook of Adolescence. Oxford: Blackwell; 2003.

[Google Scholar].

[3] Coleman JC, Hendry L. The Nature of Adolescence. 2nd edn. Florence, KY: Taylor &

Frances/Routledge; 1990. [Google Scholar].

[4] Patton, G. C., Sawyer, S. M., Santelli, J. S., Ross, D. A., Afifi, R., Allen, N. B., ... & Viner, R. M.

(2016). Our future: a Lancet commission on adolescent health and wellbeing. The Lancet, 387(10036), 2423-2478.

[5] painter, K., & Scannapieco, M. (2021). Understanding the Mental Health Problems of Children and Adolescents: A Guide for Social Workers. Oxford University Press, USA.

[6] Steinberg L. Cognitive and affective development in adolescence. Trends in Cognitive Sciences.

2005;9:69–74.[PubMed] [Google Scholar]

[7] Sharon, L. (2020, sep). Introduction to Problems in Adolescents. Merck Sharp & Dohme.

[8] Sawyer, S. M., Afifi, R. A., Bearinger, L. H., Blakemore, S. J., Dick, B., Ezeh, A. C., & Patton, G. C.

(2012). Adolescence: a foundation for future health. The lancet, 379(9826), 1630-1640.

[9] Berzonsky MD, Adams GR. The Blackwell Handbook of Adolescence. Oxford: Blackwell; 2003.

[Google Scholar].

[10] Derman, O. (2013). Adolescents Physical, Sexual Development. Turkey Clinics J Fam Med-Special Topics, 4(1), 7–11.

[11] Traggiai, C., & Stanhope, R. (2003). Disorders of pubertal development. Best Practice & Research.

Clinical Obstetrics & Gynaecology, 17(1), 41–56 .

[12] Blakemore, S.-J., & Choudhury, S. (2006). Development of the adolescent brain: implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3-4), 296–

312. doi:10.1111/j.1469-7610.2006.01611.x

[13] Casey, B. J., Jones, R. M., & Somerville, L. H (2011). Braking and accelerating the teen brain. Journal of Research on Adolescence, 21(1), 21-33. doi:10.1111/j.1532. 7795.2010.00712.x

[14] Codrington, R. (2010). A family therapist’s look into neurobiology and the adolescent brain: An interview with Dr. Daniel Siegel. The Australian and New Zealand Journal of Family Therapy, 31(3), 285-299. doi:10.1375/anft.31.3.285

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http://annalsofrscb.ro 16618 [15] Spinks, S. (2000). Adolescent brains are works in progress, here’s why. Nature, 404. Retrieved from

http://www.pbs.org/ 27

[16] Yurgelun-Todd, D. A., Killgore, W. D., & Young, A. D. (2002). Sex differences in cerebral tissue volume and cognitive performance during adolescence. Psychological Reports, 91(3), 743-757.

doi:10.2466/pr0.2002.91.3.74

[17] Jensen, F. (2010). The teen brain: It’s just not grown up yet/Interviewer: Richard Knox. National Public Radio. Retrieved from http://www.npr.org/

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