Associations between Online Distance Learning and Physical Activity Level with the Frequency and Intensity of Low Back Pain among University Students during the Covid-19 Pandemic

Abstract

Online distance learning (ODL) during pandemic Covid-19 had increase students’ gadget usage and sitting hours per day [1, 2]. Some studies showed that the pandemic also affects the physical activity level. Yet, no studies had reported the association between these factors with frequency and intensity of low back pain among university students. Thus, the objective of this study is to determine the relationships between usages of electronic gadget and physical activity level with the frequency and intensity of low back pain (LBP) among university students during the last semester of Covid-19 Pandemic.
 In this study, 87 undergraduate students from the Health Campus USM, age between 19 and 25 years old, and followed ODL for more than one semester due to the Covid-19 pandemic had completed the online questionnaires which were disseminated through google form. The questionnaires contain three sections. The first section comprises of questions regarding demographic, duration of using electronic gadget, and experience of LBP. The second section comprises of the International Physical Activity Questionnaires (IPAQ) to determine the participants’ PA level and the third section comprises of the Visual Analogue Scale (VAS) to record the intensity of low back pain, if any.
 Descriptive analysis and Pearson correlation (SPSS vs. 26.0) were used to analyse the data. On average, participants spend 8.60 ± 3.58 hours per day for gadget use during ODL in the last semester. The average sitting hours per day was 7.40 ± 8.01 hours. IPAQ analysis revealed that majority of the participants are moderate-high physically active. No significant correlations were found between hours of gadget usage and PA level (p=0.230) as well as between PA level and intensity (p=0.0787) and frequency (p=0.099) of LBP. Furthermore, there was also no significant correlation (p=0.123) between hours of gadget usage and intensity of LBP. However, there was a significant correlation (p=0.041, r=0.219) between duration of gadget usage and frequency of LBP.
 Hours of gadget usage among the students was positively correlate with the frequency of LBP. Although the intensity of LBP was not significantly affected, the problem might worsen in the future if the students continue with the long sitting hours per day during ODL. Thus, appropriate awareness and campaign should be given to the students to avoid such problem.