2023, Vol. 5, Issue 1, Part A

Background: Cyberbullying is one of the growing major concerns today. Cyber-bullying may include mean, obscene, or threatening messages or images, posting sensitive, personal information and/or lies about another person, pretending to be someone else to make that person look bad, deliberately excluding someone from an online group (Willard, 2007).

Aim: To evaluate effectiveness of video assisted teaching on knowledge regarding cyber-bullying among adolescents of selected higher secondary school at Indore.

To assess the pre-test knowledge score regarding cyber-bullying among adolescents of selected higher secondary school at Indore.

To check the post-test knowledge score regarding cyber-bullying among adolescents of selected higher secondary school at Indore.

To determine the effectiveness of video assisted teaching on knowledge regarding cyber-bullying among adolescents of selected higher secondary school at Indore.

To find out the association of post-test knowledge score with socio-demographic variables of adolescents of selected higher secondary school at Indore.

Design: One group pre and post-test pre-experimental design.

Sample: Non-probability sampling technique method. 60 adolescents of selected higher secondary school at Indore.

Result: Results show that post interventional level of knowledge (11.93) is apparently higher than the mean pre-interventional level of knowledge (5.48). The mean difference between pre-interventional and post-interventional is 6.45. The computed ‘t’ value is 24.23 (2.00, p<0.05 DF; 59) shows that there is a significant difference between pre-interventional and post-interventional level of knowledge. This indicates that adolescents have improved their knowledge regarding cyber bullying.