“A Study to Assess The Effectiveness of Video Assisted Teaching Program on Knowledge Regarding Refractive Errors Among School Going Children In Selected Schools at Bangalore”.

Introduction

Childhood visual retrogression due to refractive errors is a remarkable problem among school children and has an appreciable effect on public health. Current data recommend that a huge percentage of people are blind in different parts of the world, due to high refractive errors because they are not using suitable refractive corrections. According to, International Journal of Nursing Research and Practice (Sushila Shrestha et.al) more than 30% of children aged less than six in Bangalore, Karnataka suffer from vision impairments such as refractive errors and squint. This is because parents tend to ignore their children’s complaints of eye discomfort in the mistaken belief that the child is too young to have vision problems. If detected early and treated on time, most of them could be saved from vision defects. 

Problem statement 

“a study to assess the effectiveness of video assisted teaching program on knowledge regarding refractive errors among school going children in selected schools at bangalore”.

OBJECTIVES OF THE STUDY

1 To assess the existing knowledge of school students regarding refractive errors among school children.

2. To evaluate the effectiveness of video assisted teaching program regarding refractive errors among school children.

3. To find the association between the levels of knowledge regarding refractive errors among school children with selected demographic variable

METHODOLOGY

Research approach: Quantitative approach

Study design: Pre-experimental design that is one group pre- test and post- test design was applied.

Sampling technique: Simple randam sampling technique

Sample size: A sample of 60 school children from selected schools at Bangalore.

Tool: The instrument used for the data collection was self- administered structured knowledge questionnaire.

Part-I Socio-Demographic profile: Investigator constructed the tool to collect the Socio-demographic data of the study subjects.

It consists of demographic variables.

Part-II

5. The Multiple choice knowledge questionnaire used in this study was prepared by the researcher to measure the knowledge regarding refractive errors among school going children in selected schools at bangalore”.

Self-administered structured questionnaire contains 32multiple choice questions related to the knowledge.

Results

This table reveals aspects wise pre-test mean knowledge scores of school children on refractive errors. When the knowledge was assessed aspect wise, it was identified that the maximum mean knowledge score (6.1230±2.3) was for management and prevention of refractive errors and minimum knowledge score (0.73±0.7) was for causes of refractive errors. The overall mean knowledge score in pre-test was (10.78±3.5).

Section – 2b: Overall and Aspect wise Post test Knowledge Scores of Respondents on Refractive error among school children 

This table shows that, after administration of video assisted teaching 16(26.7%) children exhibited moderate level of knowledge and 44(73.3%) of respondents exhibited adequate knowledge level regarding refractive errors.  exhibited moderate level of knowledge and 44(73.3%) of respondents exhibited adequate knowledge level regarding refractive errors.

The above figure shows that, the classification of Responde nts of Post test Knowledge level on Refractive error among school children, after administration of video assisted teaching 16 (26 .7%) children exhibited moderate level of kn owledge and 44 (73.3%) of respondents exhibited adequate knowledge level regarding refractive errors. 

This table reveals aspect wise post-test mean knowledge scores on refractive error among school children. When the knowledge was assessed aspect wise, it was identified that maximum mean post knowledge score was obtained for aspect related to general information (4.78±0.9) and minimum mean post knowledge score was obtained for aspects related to causes of refractive errors (1.72±0.5). The overall post-test knowledge score obtained was (20.98±2.5). 

Section –: Overall and Aspect wise Pre test and Post test Knowledge Scores on Refractive error among school children

Data given in Table-7 shows that, over all pretest and post-test mean knowledge scores on refractive error among school children. With regards to respondents’ knowledge level of refractive errors in pre-test mean value of overall knowledge score was 10.78 with the percentage of 43.1% with SD 3.5 with SD% of 13.9; where the post-test mean value of overall knowledge score was 20.98 with the percentage of 83.9% with SD 2.5 with SD% of 9.9.

Knowledge

Figure.15: Overall Pre te st and Post test Mean Knowledge scores on Refractive error among school children 

The above figure shows that the overall pretest and post-test mean knowledge scores on refractive error among school children. Pretest mean score s percentage was 43.1, posttest mean scor es percentage was 83.9. So, enhancement was 40.8%.

Data given in table-9 shows that, the classification of respondents on pre-test and post-test knowledge level on refractive error among school children. With regards to respondents knowledge level on refractive errors in pre-test 66.7% had inadequate knowledge. 

Figure.17: Classification of Respondents on Pre test and Post test Knowledge level on Refractive error among school children

The above figure shows that, the classification of respondents on pre-test and post-test knowledge lev el on refractive error among school children.

With regards to respondents knowledge level on refractive errors in pre-test 66.7% had inadequate knowledge and 33.3% h ad moderate knowledge and in post-test no one had inadequate knowledge, 26.7% mode rate knowledge, and 73.3% had adequate knowledge. 

Findings

“A study to assess the effectiveness of video assisted teaching program on knowledge regarding refractive errors among school going children in selected schools at bangalore”. Which are discussed below:-  

It is a Pre-experimental one group pre-test post-test design which was commence on 60 school children by randam sampling and knowledge is assessed by the use of structured knowledge questionnaire.

Objective I: To assess the existing knowledge of school students regarding refractive errors among school children. 

During the pre-test out of 60 participants, 40 (66.7%) have inadequate knowledge (≤50 %) and 20 (33.3%) have moderate (51-75 %) knowledge, whereas in post-test out of 60 participants 44 (73.3%) had adequate knowledge (> 75 %) and 16 (26.7%) had moderately adequate (51-75 %) knowledge scores. 

Objective 2: To evaluate the effectiveness structured teaching programme on knowledge regarding pregnant mothers.

It is observed in this study that, during pre-test it is observed from this study that in general aspects of refractive errors Mean and SD during pre-test is found to be 3.03(50.6%) and 1.0 (16.9%), where as in post-test it is 4.78 (79.7%) and 0.9 (14.9%) respectively. In the aspect of causes of refractive errors mean knowledge and standard deviation is 0.90(45.0%) and 0.6 (29.9%) in pre-test whereas during post-test mean is found to be 1.72 (85.8%) and standard deviation is 0.5 (24.3%).

Objective III: To find the association between the levels of knowledge regarding refractive errors among school children with selected demographic variable. 

When the chi square values were computed for the variables, the obtained value for age, gender, class studying, and occupation of father, diet pattern, member suffering from refractive error in family are statistically significant at 5% (0.05) level of significance P≥0.05 which indicates that there is association between the knowledge scores with these demographic variables. Hence H2 is accepted for these variables .The computed chi square value for ordinal position, religion, education status of parents, and occupation of mother, type of family, family income/month, idea about refractive error, source of information are statistically not significant at 5% level of significance P≤0.05 which indicates that there is no association between the knowledge scores with these demographic variables. Hence H2 is rejected for these variables.

There was statistically significant difference between the pre-test and post-test knowledge score among students on the refractive errors. The calculated ‘t’ value = 21.69 at p < 0.05 level. Hence the video assisted teaching on refractive errors was effective.

Conclusion

With regard to post-test knowledge score of students on refractive errors 44 (73.3%) had adequate knowledge and 16 (26.7%) students had moderate knowledge and none of had inadequate knowledge. The analysis of Mean, SD of the knowledge scores in pre-test and post-test revealed that the mean pre-test knowledge score was 10.78 whereas the post-test mean score was 20.98.This shows high mean difference (10.20) in the effectiveness of VATP. Overall area wise findings revealed that the effectiveness of the VATP was more when compared to the pre-test knowledge. And study shows that there was no significant association between the pre-test knowledge scores and demographic variables such as ordinal position, religion, education status of parents, and occupation of mother, type of family, family income/month, idea about refractive error, and source of information. There was significant association between the pre-test knowledge scores and demographic variables such as age, gender, class studying, and occupation of father, diet pattern, and member suffering from refractive error in family.