Occurrence of Computer Visual Syndrome and Factors related to Grade Point Average during online learning among students of the Faculty of Public Health at a private university, Samut Prakan Province

Abstract

This cross-sectional research aims to study Computer Vision Syndrome (CVS), compliance with online learning components, and factors influencing grade point average (GPA) during online learning. The sample consisted of 120 students from the Faculty of Public Health at a private university in Samut Prakan Province. The research instrument was a questionnaire with three sections: (1) personal characteristics and GPA, (2) symptoms of Computer Vision Syndrome, and (3) adherence to online learning guidelines.The content validity check using the Index of Item-Object Congruence (IOC) yielded a range of 0.9 to 1.0, and the Cronbach's Alpha Coefficient was 0.86, which are acceptable values. Data was analyzed using the Chi-Square test to examine the relationship between personal characteristics and GPA, and the Spearman rank-order correlation coefficient to in-person the relationships between Computer Vision Syndrome symptoms, adherence to online learning guidelines, and GPA. The results revealed that more than 60% of the participants were female, sophomore students, had congenital diseases, had been infected with COVID-19, and attended online classes  more frequently than onsite classes. Overall, the sample group's academic performance for  the academic year 2021 is at a high level. Over 95% of

the participants reported experiencing eye symptoms due to prolonged screen exposure, particularly eye strain, back and shoulder pain, and neck pain. As for compliance with the online learning component, the overall level was at a moderate level (mean 3.66, SD=0.58), with the student-related and technology-related aspects showing the highest level of compliance. Meanwhile, on the lecturer item and the lesson content item, compliance was at a moderate level (average scores of 3.70, 3.67, 3.63, and 3.65, respectively). Factors significantly related to academic performance (p < 0.05) include resting your eyes while studying online and attending class on time, and are considered to have a positive relationship with academic performance. However, the teachers' notification of pre-class activities and the students' adequate rest were considered negative factors.