RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES
BANGALORE, KARNATAKA
ANNEXURE-ISYNOPSIS PROFORMA FOR REGISTRATION OF SUBJECT FOR
DISSERTATION
1 NAME OF THE CANDIDATE
AND ADDRESS
Mr. SMITH S KUMAR
1st yr MSc NURSING,
THE KARNATAKA COLLEGE OF
NURSING, #12,
KOGILU MAIN ROAD,
YEHLANKA, BANGALORE-
64
2 NAME OF THE INSTITUTION
THE KARNATAKA COLLEGE OF
NURSING, #12,
KOGILUMAINROAD,
YEHLANKA,
BANGALORE-64
3 COURSE OF STUDY
SUBJECT
I YEAR M.Sc. NURSING
PAEDIATRIC NURSING
4 DATE OF ADMISSION 15-06-2010
5 TITLE OF THE TOPIC “A STUDY TO ASSESS THE
EFFECTIVENESS OF ERGONOMICS
AWARENESS EDUCATIONAL
PROGRAMME FOR SCHOOL
CHILDREN STUDYING IN SELECTED
PRIVATE SCHOOLS, BANGALORE”.
1
6 BRIEF RESUME OF INTENDED WORK
6.1 INTRODUCTION
“Life is movement, even when we are sitting”
If a body is permanently inactive, brain activity is reduced.
It is estimated that 6.75 million Indian students become sick from sitting –
children sit up to 10 hours per day. This is the reason why ergonomic
standards for the school as place of work must be emphatically demanded.
From their first year in elementary school on, children are exposed to sedentary
strain under adverse ergonomic conditions. The most dangerous form of sitting,
however, is sitting still and for long periods of time.
School-children want to be really “good” at school. If they want to stay awake
and focused they have to be able to move even when seated. Their temporary
fidgety or restlessness is just another expression of this need. And the result is
that this mental and physical “survival strategy” will only earn them the
premature and wholly inappropriate label ADD or AD/HD.
Computer use among school age children is increasing. While this opens up
some new avenues for education, it also has resulted in an alarming trend –
injuries among young people related to long hours at the computer. 1
Classroom work, homework, surfing the web and playing computer games all
2
involve repetitive typing and mouse use, often done in awkward postures due to
sitting at adult-sized, unadjustable tables on similarly ill-fitting chairs. This in
turn has led to some adult-sized injuries - musculoskeletal disorders (MSDs)
such as tendonitis and carpal tunnel syndrome.
In the past, these types of injuries, which are sometimes referred to as RSIs
(repetitive strain injuries) or CTDs (cumulative trauma disorders) were only
seen in adults after years of exposure to risk factors at work and at home. 2
The fact that these injuries are being diagnosed among younger people has not
escaped the notice of medical professionals, educators, ergonomists and
businesses, who are concerned not only for the welfare as the students of today,
but also for their future as the workforce of tomorrow.
To help raise awareness of the issues and provide help in protecting
schoolchildren from injury, the Puget Sound Human Factors and Ergonomics
Society (PSHFES) is kicking off Ergonomics for Schools program during
October, which is National Ergonomics Month. 3
6.2 NEED FOR THE STUDY
A child’s healthy brain will signal its need for a dynamic load shifts
unconsciously by rocking or fidgeting on conventional chairs. Neuro-scientific
findings confirm the hypotheses that physical activity and related psychological-
emotional control processes are essential for cognitive performance.
A common proverb says: “The mind forms the body”. But what about the body
forming the mind? There have been studies confirming that physical activity
alone and its sensory effects develop, maintain and strengthen synapses in the
brain (Hollmann et al. 2005; Spitzer 2002).4
Ergonomics is the application of scientific information concerning humans and
their work
3
A fairly new field of ergonomics is developing. This is known as ergonomics for
children. This field deals with teaching children how to work safely with
computers and other things that may be hazardous or harmful to them in the
future.
The computer is going to be a much-used tool in the lives of students. Attention
needs to be paid to how children are introduced to and learn how to use these
computers and develop good work habits.
Ergonomics is the science of people-machine relationships. Properly sized and
placed equipment will help prevent injury and allow for comfort and efficiency
in the equipments use.
Children are used to living in an over-sized world, but sometimes this can lead
to discomfort, and even injury. Back pain, sports injuries, and with more and
more time spent online, eye strain and wrist injuries have all become epidemic
among our children. No matter how old a child is, preventing computer-related
disorders is much easier than treating them after they strike.
There are several warning signs that children may be experiencing repetitive
stress in the hands, wrists, back, or neck.
1) Pain
2) Fatigue
3) Weakness
4) Tingling or numbness
5) Stiffness
Children just like adults can suffer from eyestrain as well. They may have dry
eyes, blurred vision, bloodshot eyes, or sore tired eyes.
Two other areas that children benefit from ergonomic analysis are the effect of
backpacks a hand stress from handwriting.
4
Ergonomics is something people tend to focus on as adults, and neglect the need
for it in regards to children, but children are just as susceptible to the dangers of
repetitive stress injuries as adults are, maybe even a little more.
Kids have I-pod, computers, handheld games, and almost everything they
encounter is likely to be related to ergonomics. Using one of those is likely to
cause a repetitive stress injury.
The symptoms of repetitive stress injuries in children includes
-a tingling feeling in the body part, which may be accompanied by a numbness
or pain
-stiff or sore neck and back
-weak or tired feeling in hands and arms
-a feeling that the body part is popping or clicking.5
Prevalence rate
Children who notice these symptoms need to tell a parent or doctor immediately
before it gets too severe. If a repetitive stress injury occurs as the result of poor
ergonomics, it can stop the child from participating in everyday activities. Some
of those disorders include; Bursitis, Carpel Tunnel Syndrome, and Tennis
Elbow.
Higher prevalence of MSD reported pain occurs more frequent among female
then the male students. MSD for back pain common among female than in male
(25.4% versus 15.2%). The highest prevalence of MSD associated with
demographic and behavior factors in which the prevalence of MSD pain was
much higher (55.9%) than the present study (36.6%). Higher MSD pain reported
in lifetime for 5th grade (67.2%) compared to 2nd grade (36.4%). Dominant
pain location for lifetime prevalence recorded for 5th grade was the neck
5
(37.8%) followed by the shoulder (31.9%) and thigh (19.3%). Total reported
MSD pain in one week was also recorded higher at the neck area (22.7%) for the
5th grade as compared to the 2nd grade (8.2%). Most of the 2nd grade (11 – 12
years) school children in Karnataka reported as having higher thigh pain
(>30%). For the 2nd grade students, the highest reported musculoskeletal pain
was the shoulder area (16.4%) followed by the neck (14.5%) and leg (12.7%).
The strongest complaints were observed in the neck, upper back and low back
pain. 30.5% of children reported headache at least once a week compared with
54% of children who also reported musculoskeletal pain, while students with
any body part of muscle pain especially at lower back and headache reported
higher stomach ache than those who had no symptoms. There are other factors
that may influence the reporting of pain symptoms among the children and need
to be thoroughly understood when interpreting the findings from
musculoskeletal pain studies.
The prevalence rate of (ADHD) among school children in Bangalore were
Attention deficit hyperactivity disorder (ADHD) is one of the most common
childhood onset psychiatric disorders1 that affects 2.0-14.0% of school age
children. Boys are more commonly affected by ADHD than girls and the male:
female ratio is approximately 3:1 to 4:1.The onset is usually by three years of
age but the diagnosis is not made until the child is in elementary school.
Computer use by children at home and school is now common in many
countries. Child computer exposure varies with the type of computer technology
available and the child's age, gender and social group. This paper reviews the
current exposure data and the evidence for positive and negative effects of
computer use by children.
Potential positive effects of computer use by children include enhanced
cognitive development and school achievement, reduced barriers to social
interaction, enhanced fine motor skills and visual processing and effective
rehabilitation.
Potential negative effects include threats to child safety, inappropriate content,
6
and exposure to violence, bullying, Internet 'addiction', displacement of
moderate/vigorous physical activity, exposure to junk food advertising, sleep
displacement, vision problems and musculoskeletal problems.
The case for child specific evidence-based guidelines for wise use of computers
is presented based on children using computers differently to adults, being
physically, cognitively and socially different to adults, being in a state of change
and development and the potential to impact on later adult risk. Progress
towards child-specific guidelines is reported.
Finally, a set of guideline principles is presented as the basis for more detailed
guidelines on the physical, cognitive and social impact of computer use by
children. 6
The principles cover computer literacy, technology safety, child safety and
privacy and appropriate social, cognitive and physical development. The
majority of children in affluent communities now have substantial exposure to
computers. This is likely to have significant effects on child physical, cognitive
and social development.
Ergonomics can provide and promote guidelines for wise use of computers by
children and by doing so promote the positive effects and reduce the negative
effects of computer-child, and subsequent computer-adult, interaction.7
The present study evaluates the effect of a classroom-based behavioral
intervention package to improve Japanese elementary school children's sitting
posture in regular classrooms (N=68). This study uses a multiple-baseline
design across two classrooms with a modified repeated reversal within each
class. The article defines appropriate sitting posture as behavior composed of
four components (feet, buttocks, back, and a whole body). The intervention
package includes modeling, correspondence training, prompt, and
reinforcement, among others. The authors counted the number of children with
appropriate sitting posture in each classroom across all 28 sessions throughout
7
the study. Interobserver agreement of appropriate sitting posture ranged from
80% to 100%. As a result of the intervention, the mean proportion of children
with appropriate posture increased from approximately 20% to 90%. In addition,
their academic writing productivity increased with the improved sitting posture.
Teachers' acceptance of the intervention program proved to be excellent.8
Ergonomics now has developed training programs targeted specifically for
children and young adults in schools and educational facilities. These programs
are instructive, fun and teach the essential skills needed to prevent injury while
at the computer.
The principle aim of this study is to provide the right tools for children, and
teaching them the right way to use them, is at the heart of ergonomics for kids.
The goal is to keep the kids safe and comfortable.
Ergonomics awareness educational program will help the child to gain insight
towards a balanced-posture, body-function and movement patterns, as well as
their ergonomic implications, can minimize and even prevent musculoskeletal
discomfort and back pain problems. Such an ergonomics awareness educational
program has to start at childhood and should be an integral part of the
curriculum in the schools.9
As a Pediatric nurse, have a responsibility to use professional knowledge of
ergonomics solutions to protect future generations against unnecessary
exposures to musculoskeletal injury risks.
REVIEW OF LITERATURE
In the present study review of literature was complied and classified as
Literature related to awareness towards ergonomics of school children.
Literature related to the effectiveness of ergonomics awareness
educational program.
8
Syazwan Aizat Ismail, Shamsul Bahri Mohd. Baharudin and Zailina
Hashim (2010) conducted a study with the objective of investigating the
effectiveness of two ergonomics intervention programs in reducing ergonomic
risk factors among 229 school children in 2nd Grade (age 8 years) and 5th
Grade (age 11 years) in three schools. Group 1 (G1) assigned to one school,
which implemented the ergonomically design furniture in their class (among
2nd and 5th grade students), Group 2 (G2) from other school implemented
ergonomics program with intensive health promotion toward ergonomic
awareness consisted with exercising and education to reduce MSD, while Group
3 from another school selected as Control Group (Cx). Musculoskeletal
symptoms were recorded using modified nordiq body map questionnaires.
Modified Rapid Upper Limb Assessment (RULA) was used to assess the
awkward posture of the school children. Ergonomic awareness test performed
namely Ergonomic Quiz (EQ) to evaluate the awareness level before and after
ergonomic intervention programs. Tanita weight measurement was used to
measure school bag weight and students’ weight. Weight of the bag, RULA
score and EQ were used as main indicator to analyze the effectiveness of
programs to reduce ergonomic risks. A significant reduction of RULA scores
among sub-sample students and mean bag weight observed among G1<G2 and
Cx indicate the ergonomic risk were reduce accordingly. Higher EQ score
recorded among G1 students compared to G2 and Cx but the result were
insignificant. The implementation of ergonomically design furniture in
classroom able to reduce risk and reported MSD symptoms.10
Rowe G, Jacobs K, (2002) conducted a pilot study were to examine the
working position of middle school children during their media/technology class,
test student's knowledge of healthy computing habits, and evaluate the efficacy
of two educational interventions compared to a control group. A multi-group
pre-test/post-test design was used. 19 students (mean age 11.6) participated in
the study during their media/technology class. Students' postures while
computing were evaluated on-site. Additionally five students were video
recorded while they used the classroom computers so that on-site observations
could be compared to video recorded data. All participants were given a written
9
pre-test prior to educational interventions. The 12-minute educational
intervention session focused on healthy computing habits, the importance of
stretching, and group performance of specific upper extremity stretches.
Additional education regarding overall postural health including good body
mechanics was provided to one intervention group. The results of this study
indicate that a twelve-minute educational intervention significantly improved
participants' knowledge of healthy computing habits as measured by written pre-
tests and post-tests. Participants who received additional education on overall
postural health and body mechanics demonstrated the largest rate of
improvement in positioning while computing. No statistical difference between
intervention groups was noted on post-test scores, which attempted to measure
long-term learning of healthy computing habits. Although more research in this
area is warranted, it appears that education regarding correct positioning at
computer workstations combined with instructing students on the importance of
overall healthy posture may foster correct positioning while students use
computers at school.11
Sanders MJ, Morse T. (2005), conducted a study to identify the frequency,
type, and severity of musculoskeletal symptoms in parents of children less than
4 years old. The study further examined the factors that contribute to
musculoskeletal pain in this sample. A convenience sample of 130 parents with
children younger than 4 years old completed a seven-page survey that included
questions related to the parents' demographics, their musculoskeletal discomfort,
their performance of child-care tasks with high biomechanical risks (such as
carrying a child in a car seat), and parents' perceived psychological strain related
to caring for their children. Ninety-two percent (92%) of the providers were
mothers. Sixty-six percent (66%) of the sample reported the presence of
musculoskeletal pain. The parts of the body most affected were the low back
(48%), neck (17%), upper back (16%), and shoulders (11.5%). Factors
associated with musculoskeletal pain were performing child-care tasks defined
as having high biomechanical risks (p = .001), the perception that caring for
children is highly demanding (p = .003), and performing hobbies less than 1
hour per week (p = .04). Parents' working status, age, and participation in other
10
daily activities were not significantly related to musculoskeletal discomfort.
This study demonstrates the high prevalence of musculoskeletal pain in parents
of children under the age of 4 years. It underscores the association between
physical and psychological factors in the development of musculoskeletal
discomfort. It suggests the need for occupational therapy wellness programs that
focus on preventing musculoskeletal discomfort and providing support for the
parenting role.12
Sotoyama M, Bergqvist U, Jonai H, Saito S. (2002), conducted a study among
elementary, junior high and high schools in Yokohama and Kawasaki Cities
regarding the use of personal computers by pupils and students. The survey
included the questions that asked how often and in what environment computers
are used, whether any instructions are given as to their use, children's working
posture, and the effect on health. The results show that most schools are slow to
develop instructive programs from the environmental or ergonomic point of
view. So far there are not many children who complain of any serious symptoms
such as pain in the neck, head or shoulders, but a future increase in the number
of classes which involve computing, as well as the widespread popularity of
home computers, will surely arouse a legitimate concern about the health of
pupils and students, since they will spend more and more time operating the
devices. An effective way to anticipate the problem is to provide young students
with adequate knowledge of easy-on-body usage and environmental design, and
now there is an urgent need for specific guidelines to protect them.13
Limon S, Valinsky LJ, and Ben-Shalom Y. (2004), conducted a study to
identify and describe risk factors for low back pain that exists in the elementary
school environment. A prevalence survey of 101 randomly selected elementary
schools in the Israel Central District. A questionnaire, completed by school
nurses, measured risk factors among 10,000 children in elementary schools in
Israel. These included backpack and student weight, the availability of storage
facilities, the appropriateness of chair and desk height to student height, seating
arrangements during frontal lessons, and physical activity at recess. Between
11
30% and 54% of students carried >15% of their body weight. Nearly 15% of the
first graders and 20% of sixth graders had inappropriate chairs. In 74% of the
classes, students sat with their side facing the teacher and in 35% students sat
with their backs. In 6% of schools, no physical activity is offered at recess.
Shortcomings were found in all areas investigated. There is an urgent need for
health promotion programs to increase awareness and reduce risks in the school
environment.14
Skoffer B. (2007), conducted a study to estimate the relationship between the
occurrence of low back pain (LBP) and various types of school furniture and
anthropometric dimensions in schoolchildren, and physical loading by school
bag carrying. Cross-sectional sample with longitudinal information. Five
hundred forty-six schoolchildren aged 14 to 17 years answered a questionnaire
about sitting positions during school hours and the presence and severity of
LBP. Furthermore, the anthropometric dimensions and the weight of the school
bags were measured. The types and dimensions of the school furniture were
described and measured. In multivariate analyses was adjusted for physical
activity and other possible risk factors. More than half of the adolescents
experienced LBP during the preceding 3 months, and 24.2% reported reduced
daily function or care seeking because of LBP. LBP occurrence was not
associated with the types or dimensions of the school furniture or body
dimensions, but was positively associated with carrying the school bag on 1
shoulder [OR: 2.06 (1.29-3.31)]. The present study does not support the
hypothesis of different types of school furniture being a causative or preventing
factor for LBP. Carrying the school bag in an asymmetric manner may play a
role.15
Geldhof E, Cardon G, De Bourdeaudhuij I, De Clercq D. (2007), conducted
a study to investigate the effects of a back education program at 2-year follow-
up, in youngsters aged 13-14 years, on back posture knowledge, fear-avoidance
beliefs and self-reported pain. An additional purpose was to evaluate which
aspects of postural behavior were integrated in youngsters' lifestyles. At 2-year
12
follow-up, the study sample included 94 secondary schoolchildren in the
intervention group (mean age 13.3 +/- 0.8 years) and 101 controls (mean age
13.2 +/- 0.7 years). The back posture program that had been implemented for
two school years consisted of back education and the stimulation of postural
dynamism in the class through support and environmental changes. A
questionnaire was completed comparable to the pretest, posttest and follow-up
evaluations. The current study demonstrated at 2-year follow-up stability of the
improved general (F = 1.590, ns) and specific (F = 0.049, ns) back posture
knowledge in children who had received early back posture education. Back
posture education did not result in increased fear-avoidance beliefs (F = 1.163,
ns) or mounting back and/or neck pain reports (F = 0.001, ns). Based on self-
reports for postural behavior, youngsters who had received the back posture
program in the elementary school curriculum integrated crucial sitting and
lifting principles conform to biomechanical favorable postural behavior. The
steady intervention effects 2-year post-intervention demonstrated that intensive
back posture education through the elementary school curriculum is effective till
adolescence. Future research on the impact of early school-based back posture
promotion in relation to the integration of back posture principles according to a
biomechanical favorable lifestyle and back pain prevalence later in life is
essential.16
Parcells C, Stommel M, Hubbard RP. (1999), conducted a study to examine
possible mismatch between the individual body dimensions of students and the
classroom furniture they use. A total of 74 (37 male and 37 female) sixth-
through eighth-grade students in a Michigan school district participated in the
study; their ages ranged from 10 years, 11 months to 14 years, 3 months.
Anthropometric measurements (including elbow height, shoulder height, upper
arm length, knee height, popliteal height, buttock-popliteal length, and stature)
were gathered in several physical education classes, each during a single
session. In addition, the furniture dimensions were measured for three styles of
chairs and three styles of desks prevalent in the students' classrooms. Based on
both the information about student body dimensions and furniture dimensions,
measures of fit or mismatch were constructed. The data indicate a substantial
13
degree of mismatch between the students' bodily dimensions and the classroom
furniture available to them. Fewer than 20% of students can find acceptable
chair/desk combinations. Most students are sitting in chairs with seats that are
too high or too deep and at desks that are too high. Even after controlling for
body stature, girls are less likely to find fitting chairs. Based on the evidence
presented, many sixth through eighth graders must endure seating arrangements
in their classrooms that are not conducive to learning.17
Geldhof E, Cardon G, De Bourdeaudhuij I, De Clercq D. (2006), conducted
a study to investigate effects of a 2-school-year multifactorial back education
program on back posture knowledge and postural behavior in elementary
schoolchildren. Additionally, self-reported back or neck pain and fear-avoidance
beliefs were evaluated. A quasi-experimental pre/post design. The study sample
included 193 intervention children and 172 controls (baseline, 9-to-11-year-
olds). The multifactorial intervention consisted of a back education program and
the stimulation of postural dynamism in the class through support and
environmental changes. Evaluation consisted of a questionnaire, an observation
of postural behavior in the classroom, and an observation of material handling
during a movement session. The intervention resulted in increased back posture
knowledge (P < 0.001), improved postural behavior during material handling (P
< 0.001), and decreased duration of trunk flexion (P < 0.05) and neck torsion (P
< 0.05) during lesson time. The intervention did not change fear-avoidance
beliefs. There was a trend for decreased pain reports in boys of the intervention
group (P < 0.09).The intervention resulted in improved postural aspects related
to spinal loading. The long-term effect of improved postural behavior at young
age on back pain prevalence later in life is of interest for future research.18
Lorusso A, Bruno S, L'Abbate N. (2009), conducted a cross-sectional survey
to estimate the prevalence of musculoskeletal symptoms among students using
personal computers and to investigate the features of occupational exposure and
the prevalence of symptoms throughout the study course. Another objective was
to assess the students' level of knowledge of computer ergonomics and the
14
relevant health risks. A questionnaire was distributed to 183 students attending
the lectures for second and fourth year courses of the Faculty of Architecture.
Data concerning personal characteristics, ergonomic and organizational aspects
of computer use, and the presence of musculoskeletal symptoms in the neck and
upper limbs were collected. Exposure to risk factors such as daily duration of
computer use, time spent at the computer without breaks, duration of mouse use
and poor workstation ergonomics was significantly higher among students of the
fourth year course. Neck pain was the most commonly reported symptom
(69%), followed by hand/wrist (53%), shoulder (49%) and arm (8%) pain. The
prevalence of symptoms in the neck and hand/wrist area was significantly
higher in the students of the fourth year course. In our survey we found high
prevalence of musculoskeletal symptoms among students using computers for
long time periods on a daily basis. Exposure to computer-related ergonomic and
organizational risk factors and the prevalence of musculoskeletal symptoms
both seem to increase significantly throughout the study course. Furthermore,
we found that the level of perception of computer-related health risks among the
students was low. Our findings suggest the need for preventive intervention
consisting of education in computer ergonomics.19
Murphy S, Buckle P, Stubbs D. (2007), conducted a study to identify the
associations between ergonomics and other factors with back and neck pain
among schoolchildren. Self-reported questionnaires were used to record health
outcomes and potential risk factors in state schools. Six hundred and seventy-
nine schoolchildren from Surrey in the United Kingdom aged 11-14 years took
part. Twenty-seven percent of children reported having neck pain, 18% reported
having upper back pain, and 22% reported having low back pain. A forward
stepwise logistic regression was performed with pain categories the dependent
variables. Neck pain was significantly associated with school furniture features,
emotional and conducts problems, family history of low back pain and previous
treatment for musculoskeletal disorders. Upper back pain was associated with
school bag weight (3.4-4.45 kg), school furniture features, emotional problems
and previous treatment for musculoskeletal disorders. Low back pain was
associated with school furniture features, emotional problems, family history
15
and previous injury or accident. It is important to recognize the influence of
physical, psychological and family factors in children's pain.20
Williams CD, Jacobs K. (2002), conducted a study in the homes of middle
school children (average age = 12.7 years, SD = 0.52 years) to determine if an
educational intervention would increase both the children's and their parents'
knowledge of ergonomically correct setup of a computer workstation and
computer use. Six children and their parents (n = 6) participated in this study.
The study consisted of two data collection sessions over a two-week period.
Results suggest a significant (p < 0.05) increase in knowledge of computer use
and workstation setup for both parents and children, however, no significant
changes in posture were noted between sessions. It was concluded that
education is an effective method to increase knowledge of ergonomics in both
middle school children and their parents but more research is indicated to
understand the linkage between ergonomic understanding and durable
accommodations.21
Shinn J, Romaine KA, Casimano T, Jacobs K. (2002), conducted a study to
assess body mechanics and ergonomics for computer workstation usage can
increase a student's knowledge regarding these areas. This was a quasi-
experimental design using a questionnaire. Subjects included seventy-three male
and forty-four female sixth-grade students enrolled in a word processing class at
a New York Middle School. A non-standardized demographic and ergonomic
based questionnaire was administered before and after an in-service. An
environmental checklist was used to formulate a percentage of ergonomically
correct computer workstations. There was a statistically significant difference
between pre and post-test scores, indicating that learning took place. Pre-test
scores suggest that there exists a need for ergonomic education in classrooms.
Results from an environmental checklist support the need for revision of
computer workstations in classrooms. Ergonomic education is one way to help
students to reduce their risks of developing musculoskeletal injury in a
classroom environment that impedes correct positioning.22
16
6.3 PROBLEM STATEMENT
“A study to assess the effectiveness of ergonomics awareness educational
programme for school children studying in selected private schools, Bangalore”.
6.4 OBJECTIVES
To assess pre-test awareness level regarding the ergonomics among school
children studying in selected private schools.
To develop ergonomics awareness educational programme for school
children.
To evaluate the effectiveness of ergonomics awareness educational
programme in terms of gain in awareness level of school children studying
in selected private schools.
To find the association between the pre-test awareness regarding
ergonomics and selected socio-demographic variables.
6.5 OPERATIONAL DEFINITIONS
a) Assess:
It refers to the statistical measurement regarding the awareness on ergonomics
of school children studying in selected private schools as observed from scores
obtained on self-administered questionnaire and the socio-demographic
variables.
b) Effectiveness:
It refers to gain in level of awareness as determined by significant difference in
pre-test and post-test awareness scores.
c) Ergonomics awareness educational programme:
It refers to planned educational intervention, is the interactive discussion to gain
insight in relation to the ergonomics.
d) School children:
It refers to a child attending school between the ages of 10 to 15 years.
17
e) Ergonomics in school children:
It refers to the application of scientific information concerning humans and their
work.
In this study it deals with teaching school children how to work safely with
computers and other things that may be hazardous or harmful to them in the
future.
f) Private schools:
It refers to a school established and controlled privately and supported by
endowment and tuition.
6.6 ASSUMPTION
School children may have inadequate awareness regarding ergonomics.
Ergonomics awareness educational programme will improve the level of
awareness of school children regarding ergonomics.
Socio-demographic factors of school children can be influence on the
learning needs.
6.7 HYPOTHESIS
HO1 There will be no significant differences in the mean pre-test and post-test
level of awareness scores regarding ergonomics of school children at 0.05 level
of significance.
HO2 There will be a no significant association between the awareness levels and
selected socio demographic variables of school children at 0.05 level of
significance.
6.7 DELIMITATIONS
Study is limited to School children studying in selected private schools,
Bangalore.
18
7. MATERIALS AND METHODS
7.1 Sources Of Data : The data will be collected from the School
children studying in selected Private schools.
7.2 Method of collection of data
i. Research design:
Pre - experimental one group pre-test post-test design.
ii. Research variables:
a. Independent variable: Ergonomics awareness educational
programme for school children.
b. Dependent variable: Gain in awareness level of school children
about ergonomics.
c. 3. Associated variable: Age, Religion, Parents occupation,
Parents education, Residing area, Type of family, Sources of
information.
iii. Setting:
The study will be conducted at selected private schools in
Bangalore.
iv. Population:
All the school children of age group between 10 to 15 years in
private schools, Bangalore.
v. Sample size:
The school children who fulfill inclusion criteria & the sample
size will be 50
vi. Criteria for sample selection:
Inclusion criteria
The study includes:
Studying in selected private school.
Between the age of 10 to 15 years.
19
Willing to participate in the study.
Exclusion criteria
The study will exclude:
Diagnosed with acute/chronic illness.
Sick at the time of data collection
vii. Sampling technique:
Simple random sampling
viii. Research Approach:
Evaluative.
ix. Tool for data collection:
The tool consists of two sections:
Part I - Demographic variable such as age, gender, etc.,
Part II- The investigator will develop Awareness based structured
questionnaire is used to assess the awareness on the school
children regarding ergonomics
x. Method of data collection
After obtaining the permission from the concerned authorities and
Investigator introduces himself to subject and notifies about his aims,
objectives, and steps of study and takes written consent from the
respondents. The investigator will collect the data in following 3 phases.
Phase – One: Pretest will be given to assess the existing awareness on
school children regarding ergonomics with the help of structured
questionnaire.
Phase – Two: On the same day ergonomics awareness educational
programme (EAEP) will be given to the school children regarding
ergonomics by using A.V. Aids for 45 minutes to 1 hour duration.
Phase – Three: Same questionnaire will be administered to the school
children regarding ergonomics after 7 days.
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Duration of the data collection is 4 to 6 weeks.
xi. Plan for data analysis
The data collected will be analyzed by means of descriptive statistics and
inferential statistics.
Descriptive statistics:
Frequency and Percentage distribution of demographic variables
will be analyzed. Mean and Standard deviation will be use to
assess the level of awareness of the school children regarding
ergonomics.
Inferential statistics:
Paired‘t’ test will be use to compare the pretest and posttest
awareness regarding ergonomics among the school children; chi
– square test will be used to associate pretest awareness on
ergonomics of the school children with selected demographic
variables.
xii. Projected outcomes:
Ergonomics Awareness Educational Programme will improve the
level of awareness of the school children regarding ergonomics.
This will enable the school children to improve their self help
skills in their activities of daily living.
7.3 Does the study require any investigation to be conducted on patients or
other human or animals? If so please describe briefly?
Yes, [Ergonomics Awareness Educational Programme] will be administered for
the school children regarding ergonomics in selected private schools, Bangalore.
7.4 Ethical clearance has been obtained from your institution?
Yes, Consent will be obtained from concerned subjects and authority of
school management.
Privacy, confidentiality and anonymity will be guarded.
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Scientific objectivity of the study will be maintained with honesty and
impartiality.
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WEBSITES
www.google.com
www.pubmed.com
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www.pshfes.org
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9 Signature of Candidate
10 Remarks of the Guide
11 Name & Designation Of
11.1 Guide
11.2 Signature
11.3 Co-Guide
11.4 Signature
11.5 Head of the Department
11.6 Signature
12 12.1 Remarks of the
Principal
12.2 Signature
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