` A STUDY TO CRITICALLY EVALUATE THE EFFICIENCY OF A DELIBERATE INSTRUCTION PROGRAMME IN ENHANCING KNOWLEDGE RELATED TO THE INHIBITION OF COMPUTER VISUALIZATION SYNDROME AMONG SECONDARY SCHOOL STUDENTS IN SELECTED SCHOOLS OF RATLAM

Abstract

Background: The increasing use of digital devices among adolescents has led to a rise in Computer Vision Syndrome (CVS), manifesting as eye strain, headaches, and blurred vision. Despite awareness campaigns, secondary school students often lack structured knowledge to prevent CVS. Objective: This study aimed to critically evaluate the effectiveness of a deliberate instruction programme in enhancing students’ knowledge regarding the inhibition of CVS. Methods: A quasi-experimental, pre-test–post-test design was employed among 30 secondary school students in selected schools of Ratlam. A structured knowledge questionnaire on CVS prevention was administered before and after a 4-week deliberate instruction programme, which included interactive lectures, demonstrations, and practice sessions on eye care strategies, ergonomic use of computers, and screen-time management. Data were analyzed using descriptive statistics, paired t-tests, and effect size calculations. Results: The mean pre-test knowledge score was 8.4 ± 2.1, which significantly increased to 16.7 ± 1.8 post-intervention (p < 0.001). The effect size (Cohen’s d = 3.96) indicated a large and practically significant improvement. Students reported increased awareness of ergonomic practices, regular breaks, and eye exercises. Conclusion: The deliberate instruction programme was highly effective in improving knowledge related to the prevention of CVS among secondary school students. Implementation of structured educational interventions in schools is recommended to reduce the risk of CVS in adolescent populations.