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Table 1 Socio-demographic characteristics, teaching history, and past experience of ADHD between the treatment and control groups

From: Effect of attention-deficit–hyperactivity-disorder training program on the knowledge and attitudes of primary school teachers in Kaduna, North West Nigeria

Variables Treatment group
(n = 84)
Control group
(n = 75)
t test or χ2 p
Age, mean (SD) 44.81 (9.64) 39.83 (7.68) 4.10 <0.001*
Gender, n (%)
 Male 12 (75.0) 4 (25.0) 3.5 0.06
 Female 72 (50.3) 71 (49.7)   
Type of school
 Public 58 (52.3) 53 (47.7) 0.05 0.082
 Private 26 (54.2) 22 (45.8)   
Qualifications
 NCE 57 (52.8) 51 (47.2) 1.5 0.82
 Degree 20 (50.0) 20 (50.0)   
 PGD 2 (50.0) 2 (50.0)   
 Grade 2 1 (100.0)   
 Masters 4 (66.7) 2 (33.3)   
Class currently taught
 Nursery 10 (50.0) 10 (50.0) 1.0 0.60
 Primary 1–3 36 (49.3) 37 (50.7)   
 Primary 4–6 38 (57.6) 28 (42.4)   
Previous education involving ADHD
 Yes 17 (39.5) 26 (60.5) 3.16 0.08Y
 No 65 (57.8) 49 (42.2)   
Additional training on ADHD
 Yes 14 (58.3) 10 (41.7) 0.3 0.56
 No 70 (51.9) 65 (48.1)   
Ever taught pupil with ADHD
 Yes 48 (49.5) 47 (50.5) 1.0 0.31
 No 38 (57.6) 28 (42.4)   
Ever requested ADHD evaluation
 Yes 5 (25.0) 15 (75.0) 5.9 <0.02Y
 No 79 (56.8) 60 (43.2)   
Does your school employ helpers for pupils with ADHD
 Yes 4 (30.8) 6 (69.2) 2.8 0.10
 No 80 (54.8) 66 (45.2)   
No of years teaching 15.62 (8.48) 12.83 (7.49) 2.19 0.03*
No of pupils in the class 30.68 (8.78) 44.44 (21.54) −3.40 <0.001*
No of workshops attended on ADHD 0.14 (0.58) 0.19 (0.51) −0.50 0.62
Hour of ADHD training had before 0.63 (1.40) 1.03 (2.09) 1.42 0.16
No of articles read on ADHD 0.48 (1.92) 0.41 (1.30) 0.24 0.81
No of students with ADHD ever taught in the past 2.90 (6.51) 6.43 (13.62) −2.12 <0.04*
  1. YYates correction
  2. * Significant at p < 0.05