Changes of Refractive Errors Among Educators as Impact of Online Teaching during Covid-19 in Shah Alam

Abstract

The online learning process during the Covid-19 has impacted the educator’s refractive error and visual functioning. This study aimed to determine the significance of refractive error changes among educators as impact of online teaching before and after Covid-19 in Shah Alam. A quantitative study design was done by administrating a purposive sampling technique that was applied to 24 educators aged between 30 – 50 years old, representing non-presbyope, pre-presbyope, and presbyope population. The data collection was done by performing the refractive assessments including retinoscopy, visual acuity using the Snellen chart at distance, Snellen near chart and subjective refraction. A total of 24 educators (16 females and 8 males) were enrolled in this study; out of which 19 (79.2%) were having myopia, 1 (4.2%) having hyperopia, 4 (16.7%) were emmetropic and 18 (75%) were found to have astigmatism. The significance of refractive error of emmetropic shift (-0.50 to +0.50D) was about 6(25%), myopic (>-0.50D) was high 17 (70.83%) and the hyperopic shift of (> +0.50D) were low about 1 (4.17%) after the Covid-19. Pre-presbyope and presbyope educators developed CVS symptoms, dry eyes, eye strain, blurry vision, and headache was reported by 66.6%, 58%, 50% and 45% of this study population. In conclusion, there is a negative effect on the educator’s vision due to myopic changes happening among non-presbyope, pre-presbyope, and presbyope. This should prompt the educational authorities to improve knowledge and awareness to prevent CVS symptoms among lecturers during online learning.