A Study to Assess the Effectiveness of Planned Teaching Program on Computer Vision Syndrome (CVS) among Students of Class Seven to Nine in a Selected School of West Jaintia Hills District Jowai MeghalayaJournal: International Journal of Science and Research (IJSR) (Vol.10, No. 5)
Publication Date: 2021-05-05
Authors : Lucy Suting;
Page : 536-540
Keywords : Computer Vision Syndrome; Effectiveness; Planned Teaching Program;
Introduction: In this modern world, children and technology are inseparable. Approximately 90% of school going children now has computer access and around 54 million children connect to internet each day either at home or in school. Aims: To assess the Knowledge on Computer Vision Syndrome (CVS) and to evaluate the effectiveness of Planned Teaching Program among students of class seven to nine in a selected school, West Jaintia Hills District Jowai. Methodology: A pre-experimental one-group pre-test-post-test research design was conducted among students of class seven to nine in St. Mary Mazzerello Girls Higher Secondary School, Jowai, during the month of February to March 2020. A total of 314 participants were selected using non-probability consecutive sampling technique. Data was collected using structured knowledge questionnaire before and after Planned Teaching Program respectively. Data was analyzed using descriptive and inferential statistics. Results: Among 314 participants, the mean Pre-test knowledge score of the participants was 6.61 and the mean Post-test knowledge score was 9.99.The study reveals that there is an Effectiveness of Planned Teaching Program in improving the knowledge of participants as the t-test value was -21.890 (pless than0.01) at 0.05 level of significance. Conclusion: From this study, it was concluded that Planned Teaching Program had a positive impact in increasing the knowledge on Computer Vision Syndrome among the participants. Further studies however can be conducted among different categories of population with a larger sample for a better generalization of the same.
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