“A STUDY TO ASSESS THE EFFECTIVENESS OF TRATAKA

EXERCISE ON EYE STRAIN AMONG SCHOOL AGE CHILDREN

IN SELECTED SCHOOL AT BILASPUR CHHATTISGARH”
DISSERTATION

FOR

MASTER OF SCIENCE

[CHILD HEALTH NURSING ]

BY

Ms. PRAKASHNI TILGAM

GOVERNMENT COLLEGE OF NURSING,

BILASPUR (C.G.)

AFFILIATED FROM,

PANDIT DEENDAYAL UPADHYAY MEMORIAL

HEALTH SCIENCES AND AYUSH UNIVERSITY OF CHHATTISGARH,

RAIPUR

(2020 - 2022)
“A STUDY TO ASSESS THE EFFECTIVENESS OF TRATAKA
EXERCISE ON EYE STRAIN AMONG SCHOOL AGE CHILDREN
IN SELECTED SCHOOL AT BILASPUR CHHATTISGARH”
DESSERTATION

FOR

MASTER OF SCIENCE

[CHILD HEALTH NURSING]

BY

Ms. PRAKASHNI TILGAM

UNDER GUIDANCE OF

Dr. Mrs. RACHANA ABRAHAM

ASSOCIATE PROFESSOR

CHILD HEALTH NURSING

GOVT. COLLEGE OF NURSING, BILASPUR (C.G.)

CO-GUIDE

Mrs. ANJUM NOVEL

DEMONSTRATOR

CHILD HEALTH NURSING

GOVT. COLLEGE OF NURSING BILASPUR (C.G.)

2020-2022
 DEDICATION
THIS RESEARCH IS DEDICATED TO MY PARENTS

Mr. Lakhan Singh Tilgam

Mrs. Shyama Bai Tilgam

Dear Parents

I appreciate your every sacrifice and unconditional love for me

Today what I am is because of you all

Thank you for always supporting and believing in me and in

my strengths

I am grateful to God for giving me such a supportive family.

THANK YOU!!
“A STUDY TO ASSESS THE EFFECTIVENESS OF TRATAKA EXERCISE
ON EYE STRAIN AMONG SCHOOL AGE CHILDREN IN SELECTED
SCHOOL AT BILASPUR CHHATTISGARH”

ADVISOR…………………………….

Mrs. VARTIKA GOURAHA

PRINCIPAL
GOVERNMENT COLLEGE OF NURSING, BILASPUR (C.G.)

RESEARCH CO-ORDINATOR………………………………
Mrs. DEEPIKA KUMAR
ASSOCIATE PROFESSOR
OBSTETRIC AND GYNAECOLOGICAL NURSING
GOVERNMENT COLLEGE OF NURSING, BILASPUR (C.G.)

GUIDE…………………………………..
Dr. Mrs. RACHANA ABRAHAM
ASSOCIATE PROFESSOR, CHILD HEALTH NURSING
GOVERNMENT COLLEGE OF NURSING, BILASPUR (C.G.)

CO-GUIDE…………………………………
Mrs. ANJUM NOVEL
M.SC. NURSING DEMONSTRATOR, CHILD HEALTH NURSING
GOVERNMENT COLLEGE OF NURSING,
BILASPUR (C.G.)

VIVA VOCE DATE…………………………..

SIGNATURE OF SIGNATURE OF

EXTERNAL EXAMINER INTERNAL EXAMINER

DISSERTATION IS SUBMITTED TO PANDIT DEENDAYAL UPADHYAY MEMORIAL

HEALTH SCIENCES AND AYUSH UNIVERSITY RAIPUR, IN PARTIAL FULFILMENT
OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF SCIENCE IN
PEDIATRIC (CHILD HEALTH NURSING ).
 CERTIFICATION BY THE GUIDE

This is certified that the dissertation entitled - “A study to assess the effectiveness of Trataka
Exercise on Eye Strain among school age children in selected school, at Bilaspur
Chhattisgarh.” is a bonafide research work done by Ms. Prakashni Tilgam, M.Sc. Nursing Final
year student in partial fulfillments of the requirements for the degree of master science in nursing in
pediatric nursing

Date: GUIDE

Place: Dr. Mrs. Rachana Abraham

Associate Professor

Child Health Nursing

Govt. College of Nursing, Bilaspur (C.G.)

 CERTIFICATION BY THE CO- GUIDE

This is certified that the dissertation entitled - “A study to assess the effectiveness of trataka
exercise on eye strain among school age children in selected school, at Bilaspur Chhattisgarh.”
is a bonafide research work done by Ms. Prakashni Tilgam, M.Sc. Nursing Final year student in
partial fulfillments of the requirements for the degree of master science in nursing in pediatric
nursing.

Date: GUIDE

Place: Ms. Anjum Novel

M.Sc. Nursing Demonstrator

Child Health Nursing

Govt. College of Nursing, Bilaspur (C.G.)

 ENDORSEMENT BY THE PRINCIPAL

This is certified that the dissertation entitled - “A study to assess the effectiveness of trataka
exercise on eye strain among school age children in selected school, at Bilaspur Chhattisgarh.”
is a bonafide research work done by Ms. Prakashni Tilgam, M.Sc. Nursing Final year student in
partial fulfillments of the requirements for the degree of master science in nursing in pediatric
nursing.

Date: GUIDE

Place: Mrs. Vartika Gouraha

Associate Professor

Mental Health Nursing

Govt. College of Nursing, Bilaspur (C.G.)

 ENDORSEMENT BY THE HEAD OF THE DEPARTMENT

This is certified that the dissertation entitled - “A study to assess the effectiveness of trataka
exercise on eye strain among school age children in selected school, at Bilaspur Chhattisgarh.”
is a bonafide research work done by Ms. Prakashni Tilgam, M.Sc. Nursing Final year student of
Government College of Nursing, Bilaspur, (C.G.). under the guidance of Dr. Mrs. Rachana
Abraham Associate professor of Govt. college of Nursing Bilaspur, (C.G.).

Date: GUIDE

Place: Dr. Mrs. Rachana Abraham

Associate Professor

Child Health Nursing

Govt. College of Nursing, Bilaspur (C.G.)

 DECLARATION BY THE CANDIDATE

I hereby declare that this dissertation entitled “ A study to assess the effectiveness of trataka
exercise on eye strain among school age children in selected school at Bilaspur Chhattisgarh.’’
is a bonafied & genuine research work carried out under the guidance of Dr. Mrs. Rachana
Abraham Associate professor of Govt. college of Nursing Bilaspur, (C.G.).

Date: Signature of Candidate

Place: Ms. Prakashni

M.Sc. Nursing Final Year

 GOVT. COLLEGE OF NURSING,
NEAR R.T.O. OFFICE, SEEPAT ROAD, LAGRA, BILASPUR (C.G.)
Phone No. 07752270752 Fax 07752-270754
[email protected]

No./ /GCON/bilaspur/2023 Bilaspur Date:

CERTIFICATION
This is certify that the dissertation “ A study to assess the effectiveness of trataka exercise on eye
strain among school age children in selected school at Bilaspur Chhattisgarh” is submitted by
Ms. Prakashni Tilgam Government college of nursing Bilaspur, (C.G.) in partial fulfillment for the
degree of master science (CHILD HEALTH NURSING) from PANDIT DEENDAYAL
UPADHYAY MEMORIAL HEALTH SCIENCES AND AYUSH UNIVERSITY OF
CHHATTISGARH, RAIPUR (C.G.). This dissertation or any part of has not been previously
submitted for any other degree or diploma.

PRINCIPAL
Mrs. Vartika Gouraha
Government College of Nursing,
Bilaspur (C.G.)
 ACKNOWLEDGEMENT

“There are no secrets to success. It is the result of preparation, hard work and learning from
failure”

Colin Powell

I am very thankful to my “ LORD SHIVA” whose blessing inspired and encouraged me as on light
to Complete this work and for giving me patience to stand against all the odds throughout my study
and my hearty prayer for the well being of those who helped me to complete this work.

It is my proud privilege to acknowledge the management, Government College of Nursing,

Bilaspur (C.G.) for supporting and extending every possible to bring out this study.

It gives us immense pleasure to express my deep indebtedness to Mrs. Vartika gouraha ,

principal of Government College of Nursing, Bilaspur (C.G.) for her consistent encouragement ,
prayers, blessing, and expert guidance in the completion of this study.

My sincere gratitude to Research Co-ordinator Mrs. Deepika Kumar, HOD of Obstetric and
Gynaecological Nursing, Govt. College of Nursing, Bilaspur (C.G.) for providing necessary
guidelines and support which enabled me to do this study.

I would like to express my sincere gratitude to my Guide Dr. Mrs. Rachana Abraham ,
Associate Professor Government College of Nursing for the continuous support of research
study, for his patience , motivation and immense knowledge. His guidance helped me in all the time
of research and writing of this thesis. I could not have imagined having a better advisor and mentor
for my research work.

Besides my guider, I would like to thank to rest of my thesis Co-Guide Mrs. Anjum Novel , M.Sc.
Nursing Demonstrator, Government College of Nursing, Bilaspur, for their insightful comments
and encouragement, inspiration, meticulous supervision and suggestion.

I would like to convey my sincere thanks to Mrs. Shikha tirkey Assistant Professor Child Health
Nursing govt. college of nursing Bilaspur (C.G.) for their extended sorts of cooperation and help
to complete this study.

I express my sincere gratitude to my Class Co-ordinator Mrs. Sita Parganiah, Associate

Professor, HOD of Medical Surgical Nursing, Govt. College of Nursing, Bilaspur (C.G.) for
her guidance and scholastic suggestions towards this study.
My profound thanks to Ms. S. Bharti Class Co-ordinator of Government College of Nursing,
Bilaspur (C.G.) For her expert guidance constructive suggestions for the successful completion of
this study.

I express my wholehearted thanks to Mr. B. Dewangan ,Principal of government middle School

jalso, Bilaspur (C.G.) for their support valuable suggestions and permission for conducting
research. without whom this study would not have been possible.

I extend my sincere thanks to Dr. Sachin Pandey (Bio Statistician) Dept. of Community Medicine, CIMS
Bilaspur for his validation of tool, guidance in the statistical analysis and presentation of data.

I express my deep sense of gratitude to all Non-teaching faculty members of Govt. College of Nursing,
Bilaspur.

My profound thanks to our entire M.Sc. Nursing Teaching faculty for their enlightening guidance.
my deepest thanks to Librarian Ms. Kundan Khalkho, Mrs. Shibi Santosh Nair, Mrs. Jyoti
Namdev to give us permission to issue books from library to get success.

I fervent wish to thank all those who directly or indirectly helped us in the successful completion of
the study.

Last but not the least, I express my sincere thanks with love to my wonderful and lovable parents
Mr. Lakhan Singh Tilgam, Mrs. Shyama Bai Tilgam, for being my constant support , when I
didn’t think, I could cope, thank you for lifting my spirits and letting me know there is hope. Thank
you for being the best support.

“Brothers and sisters are natural friends gifted by God”

I am also grateful to my brother, Mr. Padmaraj singh tilgam and sisters Monika, Kamini, Naini for
their everlasting love and support and also for the words of encouragement offered during the
period of my study.

Friendship is the only cement that will ever hold the world together. I render my deep sense of
gratitude to my dear classmates, Diksha kaiwart, Daneshwari sahu, Suchita lakra, Tanmya
diwan, Divya toppo, Nikita nelson, Pooja manhar, Smita verma, Ravina tigga, Christi Kiran
Tirkey, Manisha Chandani Tirkey, Preetilata Kujur, Ritu Harwansh for their patience, support
and encouragement throughout my study

I express my profound thanks to All My Classmates and Friends who extended their help
throughout my study and who have always been there to encourage and understand me.
Instructions does much, but encouragement does everything I wish to acknowledge all my friends
who were equally instrumental in enabling me to complete this task.

I convey my special thanks to Mr. Abhishek Kumar, Jai Balaji Photocopiers Near City Hostel Old
Sarkanda Bilaspur Computer software worker for their cooperation and help during the study
period.

To all my deepest thanks!

Date: Ms. Prakashni

Bilaspur: M.Sc. Nursing Final year

 ABBREVIATION
S.
No. LIST OF ABBREVIATION
1. ‘df’- Degree of freedom
2. Fig - Figure
3. H1 & H2 - Research hypothesis
4. ‘n’- Total number of samples
5. NS - Not significant
6. R - reliability
7. SD - Standard deviation
8. > - Greater than
9. < - Lesser than
10. % - Percentage
11. X2 - Chi square
12. E - Expected value
13. O - Observation Value
14. P – Probability
 LIST OF CONTENT
CHAPTER TITLE PAGE
NO. NO.
I INTRODUCTION 1-9
Background of the study
Need of the study
Statement of the problem
Objectives of the study
Operational definitions
Hypothesis of the study
Limitation
Delimitation
Conceptual frame work
II REVIEW OF LITERATURE 10-17
Literature related to eye strain among school
age children.
Literature related to effectiveness of trataka
exercise on vision and eye strain among
school age children.
III RESEARCH METHODOLOGY 18-24
Introduction
Research approach
Research design
Population
Target population
Accessible population
Setting of the study
Sample and sampling technique
Sample size
Variables
Sampling criteria
Data collection methods and techniques
Description of the tool
Content validity
Pilot study
Reliability
Data collection for main study
Organization of data
Ethical consideration
Summary
IV DATA ANALYSIS ANND INTERPRETATION 25-41
V DISCUSSION 42-47
VI SUMMARY, FINDINGS, IMPLICATION, 48-56
LIMITATIONS AND RECOMMENDATIONS
VII BIBLIOGRAPHY 57-59
VIII APPENDIX 60-
 LIST OF TABLES
TABLE TABLES PAGE
NO. NO.
1 Frequency and percentage distribution respondent according to 27
age group.
2 Frequency and percentage distribution respondent according to 28
educational status.

3 Frequency and percentage distribution respondent according to 29

area.

4 Frequency and percentage distribution respondent according to 30

types of family.

5 Frequency and percentage distribution respondent according to 31

use of phone and computers.

6 Frequency and percentage distribution of pretest and post test 32

level of eye strain among school age children in the Experimental
group.

7 Frequency and percentage distribution of pretest and post test 32

level of eye strain among school age children in the control group.

8 Assess the effectiveness of trataka exercise on eye strain among 34

school age children in experimental group.

9(i) Comparison of pre-test and post-test level of eye strain among 35

school age children in experimental group.

10(ii) Comparison of pre-test and post-test level of eye strain among 36

school age children in experimental group.

11 Comparison of pre-test and post-test level of eye strain among 36

school age children in control group.

12 Comparison of post test level of eye strain among school age 37

children between the experimental and control group.

13 Association of post test level of eye strain regarding trataka 38

exercise with their selected demographic variables.
(Experimental group).

14 Association of post test level of eye strain regarding trataka 40

exercise with their selected demographic variables. (Control
group).
 LIST OF FIGURES
S. Fig. PAGE
No. No. FIGURE NO.
7
1 1.1 Modified Imogine king : theory of goal attainment
24
2 3.1 Schematic representation of research design.

27
3 4.1 Cylindrical diagram showing the percentage distribution of
subjects according to age in years.

28
4 4.2 Cylindrical diagram showing the percentage distribution of
subjects according to education.

29
4.3 Clustered cone diagram showing the percentage distribution of
5
subjects according to area.

30
6 4.4 Cylindrical diagram showing the percentage distribution of
subjects according types of family .

31
7 4.5 Cylindrical diagram showing the percentage distribution of
subjects according use of phone.

33
4.6 Cylindrical diagram showing the percentage distribution of
8
subjects according use of phone in experimental and control
group.

9 4.7 Assess the effectiveness of trataka exercise on eye strain among 34

school age children in experimental group.
 LIST OF APPENDIX
S.NO. APPENDIX PAGE
NO.
I Letter seeking permission for conducting pilot study 60

II Letter seeking permission for conducting main study 61

III Letter requesting opinion and suggestion of experts to validate tools 62

IV Acceptance form for tool validation 63-69

V Content validation tool certificate 70-76

VI List of Expert 77

VII List of statistical formulas 78

VIII Tool for data collection 79-80

X Statistician report 81

XI Editors report (English) 82

XII Editors report (Hindi) 83

XIII Photos 95
 ABSTRACT
“The harder you work for something, the greater you will feel when you final achieve .”
Eye strain (visual discomfort) or asthenopia is an ophthalmologic condition that manifests itself
through nonspecific symptoms such as fatigue, pain in or around the eyes, blurred vision, headache
and occasional double vision. According to Blehm C et al. (2005) Near point stress gives rise to the
physiological condition known as "computer vision syndrome" (CVS), which consists of one or
more of the following symptoms eyestrain, dry, tired, sore eyes, itchy, gritty sensations in and
around the eyes, eyelid tics or spasms, blurred or double vision, loss of distance vision, headaches,
fatigue, dizziness, sensations of being stressed out.
Reducing visual discomfort appears to improve productivity at work. This was indirectly
inferred, as adding regular breaks to the work schedule improved the efficiency between breaks and
compensated for the extra time spent in breaks and modifying the computer location, the lighting
and reflection, increasing humidity, the use of artificial tears or certain eye drops and eye exercises.
“A study to assess the effectiveness of Trataka Exercise on eye strain among school age
children in Selected School at Bilaspur Chhattisgarh.” was under taken by Ms. Prakashni in
partial fulfilment of the requirement for M.Sc. Nursing degree at Government College of Nursing
Bilaspur ( C.G.) affiliated to Pandit Deendayal Upadhyay Memorial Health Sciences and Ayush
University of Chhattisgarh Raipur ( C.G. ) During the year 2020- 2022.”
OBJECTIVES OF THE STUDY
• To assess the pre-test and post-test level of eye strain among school age children in both
experimental and control group.
• To assess the effectiveness of trataka exercise on eye strain among school age children in
experimental group.
• Comparison of pre-test and post-test level of eye strain among school age children in
experimental group and control group.
• To find out the association between post-test level of score of observational rating scale of
experimental group and control group regarding trataka exercise with their selected socio-
demographic variables.

HYPOTHESES
• H₁: There will be significant difference between pre-test and post-test level of eye stain
between experimental and control group.
• H₂: There will be significant effectiveness of trataka exercise on eye strain in experimental
group.
• H3: There will be significant association between post test level of eye strain in both group
experimental and control group with their selected demographic variables.
 The main aim of the study was to assess the effectiveness of trataka exercise on eye strain
among school age children at Selected School at Bilaspur, (C.G.). It was a true-experimental
research design and pre-test post-test only design was used to collect data from 60 samples of
school age children by non-probability purposive sampling technique.
Final data collection was done from 16/01/2023 to 21/01/2023. On the first day the
investigator conducted the pre-test by self made rating scale to assess the level of eye strain on
16/01/2023 & on the same day, the self made rating scale was administered. On seventh day on
21/01/2023, the post-test was conducted. Effectiveness of Trataka exercise was evaluated by
assessing the level of eye strain.
DELIMITATION

• The study is delimited to school age childrens between years ,who are studying in selected
school Bilaspur (C.G.)
• Study is limited to 60 samples
• The study is limited to those who are present at the time of study
• It is limited to participants who are willing the participates in the study.

RESULT
The analysis of the data revealed the following findings:-
The Experimental group pre-test mean value of eye strain was 33.1 with S.D 19.45 and the post-test
mean value of eye strain was 30.43 with S.D 18.95

The calculated paired “t” value of t = 4.71 was found to be statistically significant at p-value =
0.000028 Significant.

This clearly shows that the practice of trataka exercise on eye strain among school age children had
significant improvement in their post test level of eye strain among school age children.

The Control group pre-test mean value of eye strain was 28.6 with S.D 17.76 and the post-test mean
value of eye strain was 30.26 with S.D 17.46

The calculated paired “t” value of t = 1.1 was not found to be statistically significant.

This clearly shows that there was no significant difference between the pre-test and post-test level of
eye strain among school age children in control group.

When the experimental and control group comparing the post-test level of eye stain score between the
experimental and control group, the post test mean score in the experimental group was 30.43 with S.D
18.95 and the post-test mean score in the control group was 30.26 with S.D 17.46

The calculated unpaired “t” value of t = 0.18 was found to be statistically significant at p-value =
0.4288 NS.

This clearly indicates that after the practice of trataka exercise on eye strain.
CONCLUSION
The trataka exercise was some difficult but effective method to improve the level of eye strain
among school age children.
KEYWORDS
Assess effectiveness, Practice Modified observational rating scale, School age children, Trataka
exercise, Demographic variables.
 CHAPTER - I

INTRODUCTION

“Every child has a different learning style and pace each child is unique, not
only capable of learning but also capable of succeeding.”

-Robert John Meehan

BACKGROUND OF THE STUDY

The human brain combines the frameworks of neurons seeing, hearing, smelling, tasting,
and touching into a meaningful whole but we don’t think about our senses until an organ stops
working. The human eye is a organ of vision,

Vision is our most precious sense. Our eyes are in constant use every waking minute of
every day. They way we use our eyes can determine how well we work throughout our lifetime.
Over eighty percent of our learning is mediated through our eyes, indicating important role our
vision. plays in our daily activities. Prolong usage phone, computer will lead to occur vision
problem such as eye movement disorder, non strabismus binocular dysfunction, focusing disorder,
strabismus, nystagmus, visual perceptual disorder, vision muscle pain headache.

Vision is a complex perceptual process that is often mistakenly believed to be purely

mechanical. The complexity of human vision means that almost a fifth of the brain is devoted to
visual processing cells. Eye discomfort is a common health problem experienced by phone and
computer users. Often, people are unaware of existing visual problems that may only come to light
when they begin using phone and computers because the demand on the visual system of this work
can be very high.

Computers phone regularly. In world it has been estimated that nearly 60 million people
experience vision problems as a results – phone and computer use. The computer population in
India is 20 million plus and 80% of them (16 million) have discomfort due to vision. problem.

The prevalence of eye symptoms among the use of computer users ranges from 25- 93% as
reported by various investigators. Studies show that eye strain and other bothersome visual
symptoms occurring 50 90% of computer users.

1
 Phone and Computer is a man made machine which faithfully follows man-given orders and
shortly gives man-wanted result. In the present world. inventions of computers recorded new
heights in technological advancement, because of these improvements life has become so easy and
comfortable.

Asthenopia (visual discomfort) or eye strain is an ophthalmologic condition that manifests

itself through nonspecific symptoms such as fatigue, pain in or around the eyes, blurred vision,
headache and occasional double vision. Symptoms often occur after long-term use of computers,
phone, digital devices, reading or other activities that involve extended visual task.

When concentration on a visually intense task, such as continuously focusing on a book or

computer monitor, the ciliary muscles and the extraocular muscles are strained. This causes
discomfort, soreness or pain on the eyeballs. Closing the eyes for ten minutes and relaxing the
muscles of the face and neck at least once an hour usually relieves the problem.

Use of digital devices- Across

According to Blehm C et.al.,(2005) Near point stress gives rise to the physiological
condition known as "computer vision syndrome" (CVS), which consists of one or more of the
following symptoms eyestrain, dry, tired, sore eyes; itchy, gritty sensations in and around the eyes,
eyelid tics or spasms, blurred or double vision, loss of distance vision, headaches, fatigue, dizziness,
sensations of being stressed out.

While eye exercise are crucial to the checking of eye strain associated with prolonged
computer, phone usage. After working on your computer and usage phone for some time always
remember to take a break in order to give your eye muscles an opportunity to loosen up and
rejuvenate. Make it a point to do eye exercise on routine basis such eye exercise may also help
prevent or fix eye disorder from causes other than the computer, phone.

By the health line editorial team updated on august 16, 2016

The time children spend on tablets, phones, and computers can seriously strain their eyes,
but it’s also hard on their backs and necks. It seems like children know how to operate tablets, smart
phones, and computers almost from birth. But those mesmerizing screens expose them to a number
of long- term health threats.

The American Optometric Association's (AOA) 2015 American Eye-Q survey found that
41 percent of parents say their kids spend three or more hours per day on digital devices. It also
found that 66 percent of kids have their own smart phone or tablet.

2
 Too much screen time can result in digital eyestrain, which can include burning, itchy, or
tired eyes. Headaches, fatigue, blurred or double vision, loss of focus, and head and neck pain are
other threats for children using screens too often and too long.

"The short-term effect of digital eyestrain is not cumulative," Dr. Tina McCarty, an
optometrist from Minnesota and member of the AOA Public Policy Committee, told Health line.
"The eyes will get better when you give them a break and/or wear the proper eyewear in the form of
lenses and coatings based on the patient's specific needs to minimize eyestrain."

NEED OF THE STUDY

Visual discomfort is represented as one of the most complex problem in the field of
ophthalmology due to the use of mobile, laptop, computer, book .

Optometric Association as a complex of eye and vision problems related to activities, which
stress the near vision and which are experienced in relation or during the use of computer, mobile.

Apart from the duration of usage factors such as poor lighting, glare, screen brightness,
vision problems and improper work station setup also account for eye and visual problems
associated with computer usage.

As reported by city eye specialists these is increase in the number of cases related to digital
eye strain as compared with the pre pandemic period, the digital eye strain cases have increased by
about these fold among students. These is because they are spending about six hours a day on an
average before he screen as against a or 3 hours a day in the pre-covid 19 era. Variou Various
research studies, including those in Hyderabad in the last 20 months, reveal that DES has become a
common eye problem in the city. One such study published in the Indian Journal of Ophthalmology
reveals that the most common digital device used during the pandemic was smartphone. Computers
and laptops come the next. About 60% of subjects studied as part of the research had said they use
smartphones. And about 50% of the users had complained of DES. The research study suggested
that "parents should be considerate about duration, type and distance of digital device use by their
children to avoid DES".

Digital eye strain has emerged as the most common problem “ Constant staring at screen for
long time more so for children, does cause lot of ill effect on the eye.

Considering all the above facts the investigator believes that the school age children are
facing serious problem related to eye due to online classes in pandemic and increase use of digital

3
media. So this study is needed to increase the eye performance of school age children hence the
student researcher decided to selected this topic.

Latha vasan june, 2022 conducted a study to improve vision, cognitive functions and reduce
anxiety in adolescents of age 10 to 19 years. The findings revealed that the intervention group
showed statistically significant reductions on the Visual Stress Survey scores (p<0.003, mean
reduced from 16.8 to 14.7) and on STA of positive sentiments (calm, content, relaxed) (p<0.02,
mean increased from 8.65 to 9.38). The measures on concentration (DLST and SLCT) did not
statistically differ before and after the Intervention in the Intervention group. Voluntary
Testimonials (n=11) were collected for the intervention group and these showed a perceived
positive effect of Trataka practice. The control group did not have any statistically significant
changes in any of the measures (p>0.05 for all comparisons).

STATEMENT OF THE PROBLEM

A study to assess the effectiveness of trataka exercise on eye strain among school age children in
selected school at Bilaspur, Chhattisgarh.

OBJECTIVES OF THE STDUDY

• To assess the pre-test and post-test level of eye strain among school age children in both
experimental and control group.
• To assess the effectiveness of trataka exercise on eye strain among school age children in
experimental group.
• Comparison of pre-test and post-test level of eye strain among school age children in
experimental group and control group.
• To find out the association between post-test level of score of observational rating scale of
experimental group and control group regarding trataka exercise with their selected socio-
demographic variables.
HYPOTHESIS

H₁: There will be significant difference between pre-test and post-test level of eye stain between
experimental and control group.

H₂: There will be significant effectiveness of trataka exercise on eye strain in experimental group.

H3: There will be significant association between post test level of eye strain in both group
experimental and control group with their selected demographic variables.

4
OPERATIONAL DEFINITION

EFFECTIVENESS: Effectiveness means, result, outcome or change produced by an action. In this

study the outcome difference in the eye strain with trataka exercise in school age children (6-12
years).

TRATAKA EXERCISE: It refers to the relieving the symptoms of eye strain (visual discomfort)
with the help of certain trataka exercise sit in meditation pose, open the eyes and look the flam,
close the eye again.

EYE STRAIN: It refers to eye strain or (visual discomfort) in the presence of eye strain, blurred
vision, ocular soreness, itching of the eyes, heaviness of the eye, dryness of the eye, blinking and
doubled vision, it is measured by modified observational rating scale.

SCHOOL AGE CHILDREN: Refers to the children who were school age children (6-12 years) in
selected school at Bilaspur, Chhatisgarh.

LIMITATION

The limitations of the study were:

• The study is limited to 60 school age children.

DELIMITATION

• The study is delimited to school age childrens between years ,who are studying in selected
school at Bilaspur (C.G.)
• Study is limited to 60 samples
• The study is limited to those who are present at the time of study
• It is limited to participants who are willing the participates in the study.

CONCEPTUAL FRAMEWORK

A theoretical framework is analogous to the frame of a house. Just as the foundations

supports a house, a theoretical framework provides a rationale for prediction about relationship
among variables in the research a study. Conceptual framework serves as a guide to systematically
identifying logical, precisely defined relationship among variables. The theoretical framework for
research study presents the reasoning on which the purposes of the proposed study are based. The
framework provides the prospective from which the investigator views the problem and is not
merely “restatement of previous research but an integration of the existing theoretical traditions and
5
knowledge about the topic.” Theoretical framework consist of concepts and the propositions about
how these concepts are related. The framework serves three important functions in nursing research.

• It clarifies the concepts on which the study is built

• It identifies and states the assumptions, hypotheses underlying study
• It specifies relationship among the concepts.

According to Camp (2001) a conceptual framework is a structure which the researcher

believes can best explain the natural progression of the phenomenon to be studied. The conceptual
framework used un this study is Imogene King: Theory of Goal Attainment (1960’s).

IMOGENE KING: THEORY OF GOAL ATTAINMENT MAJOR CONCEPT

Imogene M. King’s Theory of Goal Attainment focuses on this process to guide and direct
nurses in the nurse patient relationship, going hand-in-hand with their patients to meet good health
goals. King’s Theory of Goal Attainment was first introduced in the 1960s. From the title itself, the
model focuses on the attainment of certain life goals. It explains that the nurse and patient go hand-
in-hand in communicating information, set goals together, and then take actions to achieve those
goals. The Theory of Goal Attainment states that “Nursing is a process of action, reaction, and
interaction by which nurse and client share information about their perception in a nursing situation’
and ‘a process of human interactions between nurse and client whereby each perceives the other and
the situation, and through communication, they set goals, explore means, and agree on means to
achieve goals.” King has interrelated the concepts of interaction, perception, communication,
transaction, self, role, stress, growth and development, time, and space into a goal attainment
theory.

6
 PERCEPTION: Eye strain among Provided demonstration of
school age children associated socio After pre-test, Identified school age children
practicing trataka exercise to
demographic variables are age (6-13 having eye strain
relief from eye strain. &
years), educational status(6th, 7th & 8th improvement in eyesight
standard), area (rural & urban) family
type ( nuclear, joint, extended) average
use of phone & computer/ hourse (1-3, 3- MUTUAL REACTION INTERACTION
5, 6-7 & > 7 hourse. GOAL
Nurse Investigator :-
SETTING Nurse
Investigator
investigator
Administered -pre-
To relief eye prepare:
JUDGEMENT: Students needs of eyes test school age
strain (vision,
exercise - Pre-test & post- children (6-12 years),
memory,
test through self demonstration of
concentration,
structured eye practicing trataka
fatigue, headache, TRANSACTION
strain rating exercise, post-test of
burning
scarle & Snellen school age children
sensation, blurred Relief from eye
Chart in order to (6-12 years)
vision, redness strain after
ACTION:plan (action) plan for etc..) and identify eye practicing trataka
School age children
Demonstration of practicing eye exercise in improvement in strain and relief exercise.
:-
order to relief from eyes strain perception of eyesight. from eye strain.
eye strain through self structured rating Participation in pre-
scale by means of pre-test post-test - Steps of
test demonstration of
statistical analysis demonstration
practicing trataka
School age for practicing
exercise & post test
children (6- trataka exercise.
12 years)
ACTION:plan (action) readiness to learn
demonstration for practicing trataka exercise

Students practiced good trataka exercise daily,

PERCEPTION AND JUDGEMENT:
relief from eye strain and improvement eyesight
present eye strain and need to eye exercise

FIG. NO. 1.1 MODIFIED IMOGENE KING: THEORY OF GOAL ATTAINMENT MODEL
7
1) COMMUNICATION: The first process in nursing is nurse meets the patient and communicates and
interacts with him. Assessment is conducted by gathering data about the patient based on relevant
concepts.
2) In this study the communication held between nurse investigator and students of school age children
group of selected school in Bilaspur, Chhattisgarh.
3) PERCEPTION: Perception is each person’s representation of reality. Action: It is defined as a
sequence of behaviours involving mental and physical action.

In this study perception of both nurse investigator and school age children of selected school student
are:- Nurse investigator: Eye strain among school age children associated socio demographic variables are
age (6-13 years), educational status (6th, 7th & 8th standard), area (rural & urban) family type ( nuclear,
joint, extended) average use of phone & computer/ hourse (1-3, 3-5, 6-7 & > 7 hourse. Depending on this
nurse judgement is school age children requires practice of trataka exercise on eye strain. Students to relief
eye strain the need for taking care of eye risk and agree to work on future aspects. On the basis of
perception’s, the nurse investigator plan (action) for practice of trataka exercise in order to provide
practice of trataka exercise on eye strain. Perception of eye strain through modified rating scale by means
of pretest and post-test statistical analysis. Students: perception and judgement of present eye strain and
need to eye exercise on eye strain. On the basis of perception’s, the students plan (action) for readiness to
relief the eye strain and take part in pre-test and post-test modified rating scale.

4) GOAL SETTING: In goal attainment planning is represented by setting goals and making decisions
about and being agreed on the means to achieve goals. In this study both the nurse investigator and
school age children set a mutual goal to relief eye strain (vision, memory, concentration, fatigue,
headache, burning sensation, blurred vision, redness etc..) and improvement in eyesight. its
management are practice of eye exercises.
5) REACTION: It is a sequence of behaviour. In this study the Nurse investigator prepare:
• Pre-test & post-test through self structured eye strain rating scale & Snellen Chart in order to
identify eye strain and relief from eye strain.
• Steps of demonstration for practicing trataka exercise. For school age children of selected
school and students are readiness to learn.
6) INTERACTION: A process of perception and communication, between person and environment,
between person and person, represented by verbal and non-verbal behaviours, goal-directed and each
individual brings different knowledge, needs, goals, past experiences and perceptions, which influence
interaction. In this study the nurse investigator administered pre-test of school age children,
demonstrate the practice of trataka exercise on eye strain and then post-test of school age childrens

8
 students. Student participated in pre-test modified rating scale, attained practice to trataka exercise and
also participated in post-test modified rating scale.
7) TRANSACTION: Purposeful interaction leading to goal attainment.

In this study transactional level of eye strain after pre-test, school age children have eye strain. Then
provided demonstration of practicing trataka exercise. After post-test to relief from eye strain. &
improvement in eyesight.

9
 CHAPTER - II

REVIEW OF LITERATURE

Review of literature is a key step in research process. Review of literature is a

systematic identification, scrutiny and summary of written material that contains information
on research problem. It refers to extensive, exhaustive and systematic examination of
publications relevant to the research project. The researcher analyze the existing knowledge
before developing into a new area of study, while conducting a study, when interpreting the
results of the study, and when making judgments about application at a new knowledge in
nursing practice

The review of literature is defined as a broad comprehensive in depth, systematic

and critical review of scholarly publications, unpublished scholarly print materials, audio
visual materials and personal communications.

(Basavanthappa, 2003)

Literature review under the study is characterized into the followings heading:-

I. Literature related to eye strain among school age children.

II. Literature related to effectiveness of trataka exercise on eye strain among school age
children.

I. Literature related to eye strain among school age children.

Kaushlendra Kumar, Teja Deepak Dessal, Surakshya Sigde, at al. 2023, Conducted a
study the impact of excessive screen time with personal listening devices (PLDs) on vision,
hearing, bal- ance, and overall health among adults has been reported in the literature. Its impact
on children is not well documented. A survey was undertaken to highlight the possible effects of
screen time combined with transducers on vision, hearing, balance, and overall health
complaints in children via parental proxy. This cross-sectional survey consisted of questions
divided into four domains: vision, hearing, balance, and overall health. It was conducted online
using social media to avail total maximum responses. Revealed that total of 136 responses were
obtained from the parents of children studying from grade 1 to 8 through the survey conducted
in south India. Increased negative impact on vision was observed in more than 50% of children.
Similarly, the hearing and balance domain reported 16% ear pain, 4.4% tinnitus. 3.6% dizziness,
8.8% nausea, and 2.2% imbalance while walking. Likewise, the overall stress domain reported

10
 26.5% general body discomfort, 37.5% neck pain and stiffness, 29.4% headaches, 43,4% lack of
concentration, 39,79% overall changes in child's health and 46,3% behavioral issues with
various severity markings (slight to severe).

Catherine simon, Shalet paul January 2022, Conducted a study on Digital eye strain (DES) is
an emerging public health problem to continuous exposure to electronic gadgets and digital devices
for educational, occupational or entertainment purposes, especially during this COVID-19
pandemic. Objective of this study was to assess the prevalence and risk factors of DES among
school children during this pandemic. Methods: A questionnaire-based cross-sectional study was
conducted among 176 school children aged 12-16 years, studying in 8th, 9th and 10th standards of a
randomly selected school in Kollam district of Kerala, using the validated computer vision
syndrome questionnaire (CVSQ), sent online via Google form to parents/guardians for recording
their children’s pattern of digital device usage and DES symptoms. Results: The prevalence of DES
among school children was 29.5%. Their commonest symptom was headache (n=125, 69.9%). The
smart phone was the most commonly used digital device (n=159, 93.5%). The independent risk
factors of DES were the preferred use of smart phone (adjusted odds ratio (AOR)=2.846; 95%
CI=1.371-5.906; p=0.005) and viewing distance of digital device <18 inches (AOR=2.762; 95%
CI=1.331-5.731; p=0.006).

Aldukhayel A, Baqar S M, Almeathem F K, et al. , 2022, Conducted a study to assess

digital eye strain (DES) among children attending online classes in the Qassim region, Saudi
Arabia. Methods: This is a cross-sectional study conducted among children aged 3 to 18 years old
in the Qassim region, Saudi Arabia. We sent out a self-administered questionnaire to parents of the
targeted children by using social media, such as whats App (Meta Platforms, Inc., Menlo Park,
California, United States), Telegram (Telegram FZ LLC, Dubai), and Twitter (Twitter, Inc., San
Francisco, California, United States). The questionnaire included questions on socio-demographic
profile, smart devices being used, frequency of devices used per day before and during the
lockdown, and DES. Findings revealed that A total of 547 children were involved (50.3%
males vs. 49.7% females). During online classes, the most commonly used device was tablets
(51.2%). A significant increase was noticed in the use of devices during the COVID-19-related
lockdown among children (p<0.001). The prevalence of DES-positive symptoms was 69.8%.
The presence of DES symptoms was associated with age group (p=0.003), school
level (p=0.040), device preferred for online classes (p=0.001), number of hours spent attending
online classes (p=0.010), and number of hours spent using an electronic device during the
lockdown (p<0.001).

11
 Amit Mohan, pradhnya sen 2020, conducted a study to determine prevalence,
symptoms frequency and associated risk factors of digital eye strain (DES) among children
attending online classes during COVID-19 pandemic. The online electronic survey form was
prepared on the Google app. Children/parents were asked to indicate the total duration of
digital device use before and during COVID era. Revealed that 261 parents responded to the
questionnaire, of these 217 were complete. Mean age of children was 13 ± 2.45 years.
Mean duration of digital device used during COVID era was 3.9 ± 1.9 h which is more
than pre COVID era (1.9 ± 1.1 h, P = <0.0001). 36.9% (n = 80) were using digital
devices >5 h in COVID era as compared to 1.8% (n = 4) before COVID era. The most
common digital device used were smart phones (n = 134, 61.7%). 108 children (49.8%)
were attending online classes for >2 h per day. Prevalence of DES in our cohort is 50.23%
(109/217). Of these 26.3% were mild, 12.9% moderate and 11.1% of severe grade. Most
common symptoms were itching and headache (n = 117, 53.9%). Multivariate analysis
revealed age >14 years (P = 0.04), male gender (P = 0.0004), smart phone use (P =
0.003), use of device >5 h (P = 0.0007) and mobile games >1 h/day (P = 0.0001) as
independent risk factors for DES in children.
Demirayak Bengi 2020 , Conducted a study to identify the prevalence of symptoms
related to the use of display and contributing factors in children engaged in distance learning
during the COVID-19 pandemic. An online electronic survey form was prepared using Google
Forms (Alphabet Co., Mountain View, CA) and sent to parents of children under the age of 18
years engaged in distance learning during the COVID-19 pandemic. Results: A total of 692
participants were included. The mean age of the children was 9.72 ± 3.02 years. The most
common display devices used were personal computers (n = 435, 61.7%) for online classes
and smartphones (n = 400, 57.8%) for nonacademic purposes. The mean duration of display
device use was 71.1 ± 36.02 min without a break and 7.02 ± 4.55 h per day. The most
common reported symptom was headache (n = 361, 52.2%). Of the participants, 48.2% (n
= 332) reported experiencing 3 or more symptoms. The multivariate analysis detected that
being male (P = 0.005) and older age (P = 0.001) were independent risk factors for
experiencing 3 or more symptoms.

Journal Family Med Prim Care 2020, Conducted a study to determine the
prevalence of asthenopia among a sample of university students attending various majors
and to identify the risk factors for its development. Methods: This is a cross sectional study
conducted on students attending various faculties at the American University of Beirut
during the spring semester of 2019. Students were asked to fill a self-administered
anonymous questionnaire that inquired about demographics, use of digital devices, symptoms
12
of asthenopia, possible risk factors and protective measures. A bivariate analysis was
performed to correlate asthenopia with the different variables. A multivariate analysis was
then conducted to determine the extent of contribution of the different variables to
asthenopia after controlling for confounding variables. Results: The prevalence of asthenopia
was found to be 67.8% with blurred vision being the most reported symptom (27.0%). A
bivariate analysis was used to assess the association between asthenopia and the following
variables: demographics, digital device use, reasons for using digital devices, and preventive
methods. Age, being a continuous variable, was analyzed using an independent t- test. For
the variables that were found to be have a p-value < 0.2, a multiple logistic regression was
performed. Old age was found to be a protective factor for asthenopia, with 0.693 times
reduction in asthenopia for every increase in year of age. Using the device for
communication for less than four hours (p=0.012), using the device for less than four hours
per day (p=0.000) and pattern of using the device for less than three years (p=0.023) were
significant in being negatively associated with asthenopia. As for preventative measures that
protect users from digital eyestrain, we found that using eye drops (p=0.004; OR=0.375)
and taking regular breaks (p=0.000; OR= 0.399) were protective factors whereas using
adjustable screens was a risk factor (p=0.000; OR=3.083).

Ichhpujani, P., Singh, R.B., Foulsham, W. et al. 2019: Conducted a study to evaluate the
use of digital devices, reading habits and the prevalence of eyestrain among urban Indian school
children, aged 11–17 years. The study included 576 adolescents attending urban schools who were
surveyed regarding their electronic device usage. Additional information on the factors that may
have an effect on ocular symptoms was collected. Finding revealed that twenty percent of students
aged 11 in the study population use digital devices on a daily basis, in comparison with 50% of
students aged 17. In addition to using these devices as homework aids, one third of study
participants reported using digital devices for reading instead of conventional textbooks. The
majority of students preferred sitting on a chair while reading (77%; 445 students), with only 21%
(123 students) preferring to lie on the bed and 8 students alternating between chair and bed. There
was a significant association between the students who preferred to lie down and those who
experienced eyestrain, as reported by a little over one fourth of the student population (27%). Out of
576 students, 18% (103) experienced eyestrain at the end of the day after working on digital
devices.
Hassan Hashemi 2017, Conducted a study to determine asthenopia prevalence and its
associated factors in a population of high school students. Methods: In the current cross
sectional study, samples were selected from high school students (range, 12 to 18 years) in
Kermanshah city, Iran, through stratified cluster sampling. Any person with at least 1
symptom was considered to have asthenopia. Results: Of the 1070 selected samples, 1040
participated, and examinations were completed for 901 students. The prevalence of
asthenopia was 49.4% (45.7 to 53.2). The prevalence of asthenopia was 62.8% (51.9 to
13
73.8) and 47.7% (43.8 to 51.7) in males and females, respectively (P = 0.013). Asthenopia
prevalence increased from 21.4% in 12-year-old to 63.9% in 18-year-old cases (P < 0.001).
The most common symptom in the study was tearing (20.03%) and eye pain (19.88%)
during near-work and reading.
Manuel A P 2015, Conducted the study to assess asthenopia prevalence and
associated factors in school children aged 6-16. Methods: This was a cross-sectional study of
all children attending the first to eighth grades at two public schools in the urban region of
a medium-sized town in Southern Brazil between April and December 2012. A
questionnaire on socioeconomic and cultural matters was answered by parents, while the
children answered a questionnaire on asthenopia-related symptoms. The children underwent a
complete visual function examination, including measurement of visual acuity, refraction test,
cover test, stereopsis, heterophoria assessment, near point of convergence, and
accommodative convergence/accommodation ratio. Results: Asthenopia prevalence was 24.7%
in a total sample of 964 children. Visual acuity of 20/25 or better in both eyes was found
in 92.8% of the children. The stereopsis test was normal in 99.4% of them, and some kind
of strabismus was found in 3.5%. About 37.8% had astigmatism, 71.6% had mild
hyperopia, 13.6% had moderate hyperopia, and 6.1% were myopic. Near point of
convergence was abnormal in 14.0% of the children, and the accommodative
convergence/accommodation ratio was found to be altered in 17.1% of them. Conclusion:
Children and adolescents have expressive prevalence of asthenopia. The prevalence of visual
function alterations does not differ from the general population, and, therefore, they are not
prerequisites. It is very important that its mechanisms and risk factors be better defined.
Health professionals need to be on the lookout for complaints of visual fatigue because of
its potential to influence learning and school performance.

Vilela M 2015, Conducted a study to assess asthenopia prevalence and associated

factors in school children aged 6-16. This was a cross-sectional study of all children
attending the first to eighth grades at two public schools in the urban region of a medium-
sized town in Southern Brazil between April and December 2012. A questionnaire on
socioeconomic and cultural matters was answered by parents, while the children answered a
questionnaire on asthenopia-related symptoms. The children underwent a complete visual
function examination, including measurement of visual acuity, refraction test, cover test,
stereopsis, heterophoria assessment, near point of convergence, and accommodative
convergence/accommodation ratio. Revealed that asthenopia prevalence was 24.7% in a total
sample of 964 children. Visual acuity of 20/25 or better in both eyes was found in 92.8%
of the children. The stereopsis test was normal in 99.4% of them, and some kind of
14
strabismus was found in 3.5%. About 37.8% had astigmatism, 71.6% had mild hyperopia,
13.6% had moderate hyperopia, and 6.1% were myopic. Near point of convergence was
abnormal in 14.0% of the children, and the accommodative convergence/accommodation
ratio was found to be altered in 17.1% of them.

II. Literature related to effectiveness of trataka exercise on eye strain among school age
children.
Latha vasan june, 2022 conducted a study to improve vision, cognitive functions and
reduce anxiety in adolescents of age 10 to 19 years. The premise is that the prevalence of digital
display usage is very high among this group, especially during the Covid 19 lock down causing an
environment prone to visual stress directly related to extensive time watching screens/phones and
social stress due to isolation with digital media dominating the social interactions. Materials and
methods: Children between the ages of 10 to 19 years were recruited for this study and were placed
in one of two groups: Intervention Yoga (n=41) and control (n=18). The intervention group
underwent a specially designed Yoga module of Trataka (a visual cleansing technique) and
Pranayama (voluntarily regulated breathing). This was given for a period of 3 weeks (21 days) via
remote sessions using ZOOM. The control group did not undergo this module. The subjects in both
groups were assessed before and after the intervention. The assessments were done using Visual
Strain surveys, Digit Span Test and Six Letter Cancellation Test (SLCT) to evaluate concentration,
and STA (State Trait Anxiety) to measure anxiety. Results: The intervention group showed
statistically significant reductions on the Visual Stress Survey scores (p<0.003, mean reduced from
16.8 to 14.7) and on STA of positive sentiments (calm, content, relaxed) (p<0.02, mean increased
from 8.65 to 9.38). The measures on concentration (DLST and SLCT) did not statistically differ
before and after the Intervention in the Intervention group. Voluntary Testimonials (n=11) were
collected for the intervention group and these showed a perceived positive effect of Trataka
practice. The control group did not have any statistically significant changes in any of the measures
(p>0.05 for all comparisons).
P. S. Swathi, et. al 2021, Conducted a study to improve cognitive functions. There has
been no assessment of Trataka (yogic visual concentration) on working or on spatial
memory. The present study was planned to assess the immediate effects of Trataka and of
eye exercise sessions on the Corsi-block tapping task (CBTT). A total of 41 healthy
volunteers of both genders with age 23.21 ± 2.81 years were recruited. All participants
underwent baseline assessment, followed by 2 weeks of training in Trataka (including eye
exercise). Each training session lasted for 20 min/day for 6 days a week. After completion
of the training period, a 1-week washout period was given. Each participant then was
15
assessed in two sessions in Trataka and in eye exercise on two separate days, maintaining
the same time of the day. Repeated measure analysis of variance with Holm's adjustment
was performed to check the difference between the sessions. Revealed that significant within-
subjects effects were observed for forward Corsi span andforward total score (p < 0.001),
and also for backward Corsi span (p < 0.05) and backward total score (p < 0.05). Post
hoc analyses revealed Trataka session to be better than eye exercises and baseline. The eye
exercise session did not show any significant changes in the CBTT.
Mujahid K Sheikh et. al 2020 conducted a study to the computer use by children
especially school-aged children is growing rapidly. In these decades, due to the rising use of IT,
they are using computers or laptops not only for education purpose but also, for playing online
games for a prolonged period. Therefore, extensive viewing of the computer screen can lead to eye
discomfort, fatigue, blurred vision and headaches, dry eyes and other symptoms of eyestrain. But
nowadays, in this hazardous situation, it has been compulsive and essential for the children to get an
education by attending online lectures at home environment. 44 school-aged children attending
online classes in the age group 6 to 15 years were included. Eye fatigue was assessed through the 7-
point Likert Scale before the exercise session. The participants were instructed to follow the eye
exercises and ergonomic advice for 6 days per week (twice a day) as a 4 weeks protocol. After the
exercise session, again eye fatigue was assessed through the 7-point Likert Scale. Later data were
collected and analysis was done. Revealed that the significant reduction was seen in eye fatigue
with self-relaxing yogic eye exercises followed by the ergonomic advice in school-aged children
attending online classes in COVID-19.
Satish kumar Gupta, S. Aparna. 2018, conducted a study to compare the effects of
Bates eye exercises and Trataka Yoga Kriya on myopia. Ethical clearance was obtained
from the institution, and informed consent was taken from participants. In this randomized
comparative study, 24 participants (48 eyes) were taken based on inclusion and exclusion
criteria and were randomly divided into two groups: Group A and Group B, where Bates
eye exercise therapy and Trataka Yoga Kriya were given, respectively, for 8 weeks.
Participants were assessed for their refractive errors and visual acuity pre- and post-
intervention. Results obtained revealed that both Bates exercises and Trataka Yoga Kriya
were not significantly effective in reducing refractive errors an in improving visual acuity
(P value of refractive error in right eye: 0.4250; left eye: 0.4596; P value of visual acuity
in right eye: 0.5691; left eye: 0.8952).
Helle K. Falkenberg 2019, conducted a study to determine the vision status in
primary and secondary school children referred from vision screening during the 10 year
period of 2003–2013. 1126 children (15%) aged 7–15 years referred to the university eye

16
clinic by the school screening program, all 782 who attended the eye clinic were included
in the study. Patient records were retrospectively reviewed with regard to symptoms,
refractive error, best corrected visual acuity (BCVA) of log MAR, binocular vision, ocular
health and management outcomes. Results: Previously undetected vision problems were
confirmed in 650 (83%) of the children. The most frequent outcomes were glasses (346) or
follow-up (209), but types of treatment modalities varied with age. Mean refractive errors
were hyperopic for all age groups but reduced with age (ANOVA, p < 0.001). Overall,
51% were hyperopic, 32% emmetropic and 17% myopic. Refractive errors did not change
across the decade (linear regression, all p > 0.05). Mean log MAR BCVAs were better than
0.0 and improved with age (ANOVA, p < 0.001). The most prevalent symptoms were
headaches (171), near vision problems (149) and reduced distance vision (107). Conclusions:
The vision screening identified children with previously undetected visual problems.
Balamurali Vasudevan (2016), Conducted a study on Eye exercise of Acupoints
their impact on myopia and visual symptoms in Chinese rural children. The study was
conducted in eye hospital of Wenzhou medical university. A study samples was 836
students (437 males, 52.3%) aged 10.6±2.5 (range 6-17) years from the hand an of spring
myopia study (HOMS) who completed the eye exercise and vision questionnaire, the
convergence insufficiency symptoms survey (CISS) questionnaire and had cycloplegic
refraction were included in the study. The result of the study was 121(14.5%) students (64
males, 52.9%) performed the eye exercise of acupoints in school. The students performed
the eye exercise each week, the less likely was their chance of being myopic, after
adjusting for the same confounders. The traditional eye exercises of acupoints appeared to
have a modest protective effect on myopia among these Chinese rural students aged 6-17
years. However, no association between the eye exercise and near vision symptoms was
found.

17
 CHAPTER - III

RESEARCH METHODOLOGY

INTRODUCTION
Research methodology is the specific procedures or techniques used to identify, select,
process, and analyze information about a topic. In a research paper, the methodology section allows
the reader to critically evaluate a study's overall validity and reliability.

A methodology for answering research questions or hypotheses that may arise. It consists of
subjects, procedures and data analysis in which following details will be given are definition of
study subjects, typology of the design, study sampling - design; method and size, method of
collection of data, tools from gathering data and methods of data analysis & interpretation.

Research methodology involves the systematic procedures by which the researcher starts
from the initial identification of the problem to its final conclusion. It involves steps, procedures
and strategies for gathering and analyzing data in a research investigation.

(Denis F Polit, 2011)

This chapter deals with the research methodology adapted for the proposed study and the
different steps undertaken after gathering and organizing data for the investigation. It includes
Research approach, Research design, Variables, Settings, Population, Sample, Sample size and
Criteria for sample selection. Sampling techniques, Development of the tool, Validity. Reliability.
Pilot study. Data collection procedure, Plan for data analysis and Ethical clearance.

RESEARCH APPROACH

Research approach is an important element of the research design, which governs it. It
involves the description of the plan to investigate the phenomenon under the study in a structured
(quantitative), unstructured (qualitative), or a combination of the two methods (quantitative-
qualitative integrated approach). Therefore the approach helps to decide about the presence or
absence as well as manipulation and control over variables.

The present study used quantitative evaluative research approach a study to assess the
effectiveness of trataka exercise on eye strain among school age children of selected school
Bilaspur Chhatisgarh.

RESEARCH DESIGN

It is the plan, structure and strategy of investigation of answering the research question is the
overall plan or blue-print the researchers select to carry out their study.

(ACCORDING TO BT BASVANTHAPPA)

18
 Research design is the overall plan for addressing a researcher question. including specifications for
enhancing the study's integrity.

(ACCORDING TO DENIS F POLIT, 2016)

Research design adopted for present study is true experimental. Pre-test post test only design.

GROUP PRE-TEST INTERVENTION POST-TEST

EXPERIMENTAL 01 X 02

CONTROL 01 - 02

01- Pre-test level of eye strain in experimental group and control group.

02- Post-test level of eye strain in experimental group and control group.

X - Trataka exercise

POPULATION

A population is defined as "the entire set of individuals or objects having some common
characteristics."

(Denis F Polit, 2011)

The population of this study will be school age children with vision and discomfort.

TARGET POPULATION

Target population is the aggregate of cases about which the researcher would like to generalize.

(According to Polit and Beck)

A target population consist of the total number of people or objects which are meeting the designated
set of criteria.

In the present study the target population includes school age children (6-12 years) children
selected school in Bilaspur, Chhattisgarh.

ACCESSIBLE POPULATION

The accessible population is the aggregate of cases that conform to designated criteria and that are
accessible as subjects for a study.

19
 (According to Polit and Beck)

In the present study the accessible is students (6TH ,7TH ,8TH ) of school age children (6-12 years) of
selected school in Bilaspur, Chhattisgarh.

SETTING OF THE STUDY

Setting refers to physical location in which data collection takes place.

(Denis F Polit, 2011)

The study will be conducted in selected school of Bilaspur chhatisgarh.

SAMPLE

Sample is defined as, “a subset of a population comprising those selected to participate in a study.”

(Denis F Polit, 2011)

In this study sample comprises of 60 school age children (6-12 years).

SAMPLING TECHNIQUES

Sampling technique is defined as “the process of selecting a portion of the population to represent the
entire population.”

(Suresh K Sharma, 2007)

The samples of the present study will be selected by purposive sampling techniques.

SAMPLE SIZE

Sample size is defined as, “the number of people who participate in a study.”

(Denis F Polit, 2011)

The sample size for the study comprises 30 experimental and 30 control of school age children.

VARIABLES

An attribute that varies, athat is, takes on different values.

In this study:- Dependent variables: Demonstrate the practice of trataka exercise.

Independent variables: Level of eye strain among school age children.

SAMPLING CRITERIA
Inclusion criteria
School age children who are:-
➢ Between the age group of 6 - 12 years.
➢ Available at the time of data collection.
➢ Willing to participate in this study.

20
Exclusive criteria
School age children who are:-
➢ Not willing to participate in the study.
➢ Absent at the time of data collection.
➢ Those who are were suffering from infective condition of eyes like
conjunctivitis, Scleritis, Uveitis and refractive error.

DESCRIPTION OF TOOL
The instrument was developed by the investigator with the guidance of experts, it consist of 2 parts:-
SECTION – I Demographic variables
SECTION – II Modified observational rating scale.

SECTION – I Demographic variable (Age, Educational status, Area of residence, Type of family, Use
of phone and computers)

SECTION – II Modified observational rating scale will be used to assess the level of eye strain

CRITERIAN MEASURMENT

Criteria measurement used in this study were as fallows:

CRITERIA MARKS
Mild 0 – 20
Moderate 21 – 40
Sever 41 – 60
Very severe 61 – 80

CONTENT VALIDITY OF THE TOOLS

Haynes et al., 1995 'Content validity is the extent to which the elements within a
measurement procedure are relevant and representative of the construct that they will be used to
measure.

The prepared tool along with the objectives, operational definition, hypothesis and criteria
rating scale was submitted to experts. Based on their suggestion and recommendation the tool was
modified.

Validity refers to degree to which an instrument measures what it is supposed to be

measuring. it is determined by expert opinion on the relevance of items. Their guidance and opinion
help to modify the research into successfulness

Their suggestions of expert were incorporated in the tools and then noted in the final copy
for the present study.

PILOT STUDY

According to Burns and Nancy (2003), Pilot study is the smaller version of a proposed
study conducted to develop and refine the methodology such as treatment, instrument or data
collection process to be used in the larger study.
21
 After obtaining permission from our institution principal, a formal written permission to
conduct the study was obtained from Chhattisgarh, Govt. Middle school Hardikala tona , Bilaspur
(C.G.). Pilot study was conducted from 24/11/2022 to 29/11/2022. The study was conducted on 10
school age children students. Sample was selected. by Non-probability purposive sampling. Data
are collected through Modified Observational rating scale. Pre test was conducted on the 1 day.
Reliability of the tool was tested using Spearman Brown Formula. A post test was conducted on the
7 day. After post test the data was analyzed using inferential statistics. Finding indicates that the
tools were reliable and effective for eye strain among school age children.

RELIABILITY OF THE TOOL

Carmines and Zeller, 1979 Reliability of the tool is the degree of consistency with which
measures the attribute. It is supposed to measure. It refers to the extent to which the same result
obtained on repeated administration of the instrument. A tool used for data collection must be
reliable, that is, it must have the ability to consistently yield the same results when it is repeatedly
administered to the same Individuals under the same conditions.

In this study, the reliability of the tool will be established by taking pre test post test only
design on eye strain.

The Split Half Method was used to the reliability of the tool, the test was forts divided
into two equivalent halves and correlation for the half was found. By using Spearman Brown
Formula, the estimated reliability of the entire test were calculated. Hence, the computed coefficient
value was R = 0.94, reliability was established.

FINDING OF THE STUDY

Pilot study confirmed practicability and provide confidence to the researcher for the main
study. After the pilot study the tool was found to be feasible, practicable and acceptable.

DATA COLLECTION FOR MAIN STUDY

The most important and crucial aspects of any research is data collection, which provide
modified observational rating scale under study. Data collection relies on instrument

In this present main study aimed at assessing the effectiveness of trataka exercise on eye
strain among school age children. Data collection is carried out from 16/01/2023 to 21/01/2023
formal permission was taken from principal government college of nursing Bilaspur (C.G.)
Interpretating Sampling of 60 subjects was done and modified observational rating scale tools were
used The study was obtained. The following schedule was followed for data collection:

Formal permission was obtained from selected school at Bilaspur (C.G.)

The investigator taken permission from the Mr. B. Dewangan principal government middle
School, Bilaspur (C.G.)
The investigator first introduces herself to the participants and the objectives of the study
were explained
The informed consent will be obtained from the participants The investigator collected data
from students who are present during study.
Modified observational rating scale were provided for data collection.

22
ORGANIZATION OF DATA

The analysis of data is organized and presented under the following broad headings.

Section A: Description of demographic variables of the school age children (6-12) in experimental
and control group.

Section B: Assessment of pre-test and post-test level of eye strain among school age children in
experimental group and control group.

Section C: To assess the effectiveness of trataka exercise on eye strain among school age children
in experimental group.

Section D: Comparison of pre-test and post-test level of eye strain among school age children in
experimental group and control group.

Section E: Association of post-test level of eye strain among school age children with their selected
demographic variables in the experimental.

ETHICALCONSIDERATION

• Got formal permission from, principal of govt. college of nursing, Bilaspur, Chhattisgarh.
• No ethical issues raised.

SUMMARY

This chapter has deal with the Introduction, Research approach, Research design,
Population, Target population, Accessible population, Setting of the study, Sample and sampling
technique, Sample size, Variables, Sampling criteria, Data collection methods and techniques,
Description of the tool, Content validity, Pilot study, Reliability, Data collection for main study,
Organization of data, Ethical consideration

23
 RESEARCH DESIGN
True experimental one group pre test & post test only Design
usdss

TARGET POPULATION
School age children in selected school at Bilaspur (C.G.)

ACCESSIBLE POPULATION
60 School age children study in selected govt. Jalso middle school Bilaspur

SETTING
Jalso middle school, Bilaspur (C.G.)

SAMPLE TECHNIQUE
Non-probability purposive sampling technique

SAMPLE SIZE
60 STUDENTS

VARIABLES
A. Independent variables (practice of trataka exercise)
B. Dependent variables (Level of eye strain among school age children)

TOOLS FOR DATA COLLECTION

Section A: Socio-demographic variables

Section B: Self made rating scale to assess the level of eye strain among school
age children

Pre-test 1 day on experimental and control group

Intervention on experimental group for 7 days

Post-test 7th day on experimental and control group

Analysis of the data

Findings and conclusion

Report
24Writing
 Figure: 3.1 SchematicCHAPTER
presentation
IV of research design
DATA ANALYSIS INTERPRETATION
“Data analytics is the future, and the future is NOW; Every mouse click, keyboard button press,
swipe or tap is used to shape business decisions. Everything is about data these days. Data is
information, and information is power.” - Data analyst at CENTOGENE

Polite and Hungler ( 1990) Described analysis as “ a process of organizing and synthesizing
data such as a way that research question can be answered and hypothesis tested.”

Kerlingers (1983) stated that interpretation of tabulated data can bring to light the real meaning
of the finding of a study.

Analysis and interpretation of the data are based on objective and hypothesis of the study.

This chapter deals with the analysis and interpretation of the data collected from 60 school age
children (30 Experimental group and 30 control group) to determine study to “assess the
effectiveness of trataka exercise on eye strain among school age children in selected school at
Bilaspur (C.G.).” The data analysis is carried out based on the objectives set by the researcher. The
collected data were organized, tabulated, analyzed and interpreted by statistical tabulated and
graphs.

OBJECTIVES OF THE STUDY

1) To assess the pre-test and post-test level of eye strain among school age children in both
experimental and control group.
2) To assess the effectiveness of trataka exercise on eye strain among school age children in
experimental group.
3) Comparison of pre-test and post-test level of eye strain among school age children in
experimental group and control group.
4) To find out the association between post-test level of score of observational rating scale of
experimental group and control group regarding trataka exercise with their selected socio-
demographic variables.

HYPOTHESIS
• H₁: There will be significant difference between pre-test and post-test level of eye stain
between experimental and control group.

25
 • H₂: There will be significant effectiveness of trataka exercise on eye strain in experimental
group.
• H3: There will be significant association between post test level of eye strain in both group
experimental and control group with their selected demographic variables.

ORGANIZATION OF DATA FOR ANALYSIS

Section A: Description of demographic variables of the school age children (6-12) in experimental and
control group.

Section B: Assessment of pre-test and post-test level of eye strain among school age children in
experimental group and control group.

Section C: To assess the effectiveness of trataka exercise on eye strain among school age children in
experimental group.

Section D: Comparison of pre-test and post-test level of eye strain among school age children in
experimental group and control group.

Section E: Association of post-test level of eye strain among school age children with their selected
demographic variables in the experimental.

26
 SECTION – A
DESCRIPTION OF DEMOGRAPHIC VARIABLES OF THE SCHOOL AGE CHILDREN IN
EXPERIMENTAL AND CONTROL GROUP

Table No. 1 : frequency and percentage distribution respondent according to age group.

VARIABLE EXPERIMENTAL GROUP CONTROL GROUP

AGE FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
(%) (%)
6-7 years 0 0% 0 0%

8-9 years 0 0% 0 0%

10-11 years 9 30% 13 43.33%

12-13 years 21 70% 17 56.77%

TOTAL 30 100% 30 100%

80%

70%

60%

50%
Experimental group
40%
Control group
30%

20%

10%

0%
6-7 years 8-9 years 10-11 years 12-13 years

Fig. 4.1: Cylindrical diagram showing the percentage distribution of subjects according to age in
years.

Table 1.1and Fig. 4.1: In experimental group majority of 0 (0%) respondents belonged to age group 6-7
years, 0 (0%), belonged to age group 8-9 years, 9 (30%) belonged to age group 10-11 years, 21 (70%)
belonged to age group 12-13 years. In control group majority of 0 (0%) belonged to age group 6-7 years, 0
(0%), belonged to age group 8-9 years, 13 (43.33%) belonged to age group 10-11 years, 21 (70%)
belonged to age group 12-13 years.

27
 Table No. 2 : frequency and percentage distribution respondent according to educational status.

VARIABLE EXPERIMENTAL GROUP CONTROL GROUP

EDUCATION FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
(%) (%)
6 th 0 0% 0 0%
standard

7th 7 23.33% 9 30%

standard

8th 23 76.66% 21 70%

standard

TOTAL 30 100% 30 100%

76.33%
80%
70%
Experimental
70% group

60%
Control group
50%

40%
30%
30% 23.33%

20%

10%
0% 0%
0%
6th standard 7th standard 8th standard

Fig. 4.2: Cylindrical diagram showing the percentage distribution of subjects according to
education.

Table No. 1.2 and Fig.4.2: In experimental group majority of 0 (0%) respondents belonged to 6th standard
, 7 (23.33%), belonged to 7th standard , 23 (76.66%) belonged to 8th standard. In control group majority of
0 (00%) belonged to 6th standard , 9 (30%) belonged to 7th standard , 21 (70%) belonged to 8th standard.

28
Table No. 3 : frequency and percentage distribution respondent according to area.

VARIABLE EXPERIMENTAL GROUP CONTROL GROUP

AREA
FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
(%) (%)
Rural 4 13.33% 11 36.66%

Urban 26 86.66% 19 63.33%

TOTAL 30 100% 30 100%

Experimental group Control group

86.66%
63%
90.00%
80.00%
70.00% 37%
60.00%
50.00%
40.00%
30.00%
13.33%
20.00%
10.00%
0.00%
Rural Urban

Fig. 4.3 Cluster cone diagram showing the percentage distribution of subjects according to
education.

Table No. 1.3 and Fig.4.3: In experimental group majority 26 (86.66%) respondents live in urban area ,
4(13.33%) live in rural area . In control group majority of 19(63.33%) live in urban and (11.36.66%) lives
in rural area.

29
 Table No. 4: frequency and percentage distribution respondent according to types of family.

VARIABLE EXPERIMENTAL GROUP CONTROL GROUP

FAMILY
FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
(%) (%)
Nuclear 20 66.66% 19 63.33%

Joint 6 20% 7 23.33%

Extended 4 13.33% 4 13.33%

TOTAL 30 100% 30 100%

70.00% Nuclear, 66.66%

60.00%

50.00%
PERCENTAGE

40.00%

30.00%
Joint, 20%
20.00%
Extended, 13.33%
10.00%

0.00%
Nuclear
Joint
Extended

TYPES OF FAMILY

Fig. 4.4: Cylindrical diagram showing the percentage distribution of subjects according types of
family .

Table no. 1.5 and Fig. 4.4 In experimental group majority of 20 (66.66%) respondents belonged to nuclear
family , 6 (20%%), belonged to joint family , 4 (13.33%) belonged to extended family . In control group
majority of 19 (63.33%) belonged to nuclear family , 7 (23.33%) belonged to joint family , 4 (13.33%)
belonged to extended family.

30
Table no. 5: frequency and percentage distribution respondent according to use of phone and
computers.

VARIABLE EXPERIMENTAL GROUP CONTROL GROUP

USE OF
PHONE FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
(%) (%)
1-3 hours 0 0% 0 0%

3-5 hours 0 0% 0 0%

6-7 hours 12 40% 19 63.33%

>7hours 18 60% 11 36.66%

TOTAL 30 100% 30 100%

63.33%
70% 60%

60%

50% 40%
36.66%

40%

30%

20%

10%
0% 0% 0% 0%
0%
1-3 hours 3-5 hours 6-7 hours > 7 hours

Experimental group Control group

Fig. 4.5 Cylindrical diagram showing the percentage distribution of subjects according use of phone.

Table no. 1.5 and Fig. 4.5 In experimental group majority of 0 (0%) respondents 1-3 hours, 0 (0%) 3-5
hours , 12 (40%) 6-7 hours , 18 (60%) >7 hours. In control group majority of 0 (0%) respondents 1-3
hours, 0 (0%) 3-5 hours , 19 (63.33%) 6-7 hours , 11 (36.66%) >7 hours.

31
 SECTION – B
ASSESSMENT OF PRETEST AND POSTTEST LEVEL OF EYE STRAIN AMONG
SCHOOL AGE CHILDREN IN EXPERIMENTAL AND CONTROL GROUP.

Table No. 6 : Frequency and percentage distribution of pretest and post test level of eye strain
among school age children in the Experimental group.

(n=30)
VARIABLE PRE-TEST POST-TEST
S.
N0, FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
(%) (%)
Mild 13 43.33% 13 43.33%
1.
Moderate 9 30% 9 30%
2.
Severe 8 26.67% 6 20%
3.
Very severe 3 10% 2 6.67%
4.
TOTAL 30 100% 30 100%

Table No. 7 : Frequency and percentage distribution of pretest and post test level of eye
strain among school age children in the control group.

(n=30)
VARIABLE PRE-TEST POST-TEST
S.
N0, FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
(%) (%)
Mild 13 43.33% 13 43.33%
1.
Moderate 9 30% 6 20%
2.
Severe 6 20% 8 26.67%
3.
Very severe 2 6.67% 3 10%
4.
TOTAL 30 100% 30 100%

32
 MILD
43.33% 43.33% 43.33% 43.33%
45.00%
MODERATE

40.00%
SEVERE

35.00% 30%
30% VERY SEVERE

30.00% 26.67% 26.67%

25.00% 20% 20% 20% 20%

20.00%

15.00% 10%
10%
10.00% 6.67%
2.67%
5.00%

0.00%
Experimental pre Experimental post Control pre Control post

Fig. 4.6 :Cylindrical diagram showing the percentage distribution of subjects according use of
phone.

Table no. 1.6: Reveals that pretest level of eye strain children in the experimental group. Majority of
children in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 8 (26.67%) experienced severe eye strain, 3 (10%) experienced very severe eye
strain. In post-test majority of them i.e. 13 (43%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 6 (20%) experienced severe eye strain, 2 (2.67%) very severe eye strain.

Table no. 1.7: Reveals that pretest level of eye strain children in the control group. Majority of children
in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced moderate eye
strain, 6 (20%) experienced severe eye strain, 2 (6.67%) experienced very severe eye strain. In post-test
majority of them i.e. 13 (43%) experienced mild eye strain, 6 (20%) experienced moderate eye strain, 8
(26.67%) experienced severe eye strain, 3 (10%) very severe eye strain.

33
 SECTION – C
PART - I

EFFECTIVENESS OF TRATAKA EXERCISE ON EYE STRAIN AMONG SCHOOL AGE

CHILDREN IN EXPERIMENTAL GROUP.

Table No.8 : To assess the effectiveness of trataka exercise on eye strain among school age
children in experimental group.

(n=30)
VARIABL PRE-TEST POST-TEST
S. E FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
N0, (%) (%)
Mild 13 43.33% 13 43.33%
1.
Moderate 9 30% 9 30%
2.
Severe 8 26.67% 6 20%
3.
Very severe 3 10% 2 6.67%
4.
TOTAL 30 100% 30 100%

EXPERIMENTAL GROUP
PRE-TEST POST-TEST

43.33% 43.33%

30% 30%
26.67%
20%

10% 6.67%

Mild Moderate Severe Very severe

Fig. 4.7: Cylindrical diagram showing the effectiveness of trataka exercise on eye strain among
school age children in experimental group.

Table no. 4.7: Reveals that pretest level of eye strain children in the experimental group. Majority of
children in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 8 (26.67%) experienced severe eye strain, 3 (10%) experienced very severe eye
strain. In post-test majority of them i.e. 13 (43%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 6 (20%) experienced severe eye strain, 2 (2.67%) very severe eye strain.

34
 PART – II
Table no. 9 :- Comparison of pre-test and post-test level of eye strain among school age children
in experimental group.

(n=30)

S. Level of eye Mean SD Paired ‘t’ test

No. strain score
Pre-test 33.1 19.45 4.71
1. p- value = 0.000028
Post-test 30.43 18.95 S
2.

The table 4.8 shows the comparison of pre and post test level of eye strain in experimental group.

The pre-test mean value of eye strain was 33.1 with S.D 19.45 and the post-test mean value of eye
strain was 30.43 with S.D 18.95

The calculated paired “t” value of t = 4.71 was found to be statistically significant at p-value =
0.000028 Significant.

This clearly shows that the practice of trataka exercise on eye strain among school age children had
significant improvement in their post test level of eye strain among school age children.

35
 SECTION – D
COMPARISON OF PRE-TEST AND POST-TEST LEVEL OF EYE STRAIN AMONG
SCHOOL AGE CHILDREN IN EXPERIMENTAL GROUP NAD CONTROL GROUP.

Table no. 10 :- Comparison of pre-test and post-test level of eye strain among school age children
in experimental group.

(n=30)

S. Level of eye Mean SD Paired ‘t’ test

No. strain score
Pre-test 33.1 19.45 4.71
1. p- value = 0.000028
Post-test 30.43 18.95 Significant
2.

Table No. 1.1O: Shows the comparison of pre and post test level of eye strain in experimental group.

The pre-test mean value of eye strain was 33.1 with S.D 19.45 and the post-test mean value of eye
strain was 30.43 with S.D 18.95

The calculated paired “t” value of t = 4.71 was found to be statistically significant at p-value =
0.000028 Significant.

This clearly shows that the practice of trataka exercise on eye strain among school age children had
significant improvement in their post test level of eye strain among school age children.

Table No. 11 :- Comparison of pre-test and post-test level of eye strain among school age children
in control group.

(n=30)

S. Level of eye Mean SD Paired ‘t’ test

No. strain score
Pre-test 28.6 17.76 15.05
1. p-value = 0.00001
Post-test 30.26 17.46 Significant
2.

Table No.1.11: Shows the comparison of pre-test and post-test level of eye strain in control group.

The pre-test mean value of eye strain was 28.6 with S.D 17.76 and the post-test mean value of eye
strain was 30.26 with S.D 17.46

The calculated paired “t” value of t = 1.1 was not found to be statistically significant.

This clearly shows that there was no significant difference between the pre-test and post-test level of
eye strain among school age children in control group.

36
Table No. 12 :- Comparison of post test level of eye strain among school age children between the
experimental and control group.

N=60 (30+30)

S. Post Test Mean SD Unpaired ‘t’ test

No. score
Experimental 30.43 18.95 0.18
1. p-value = 0.4288
Control 30.26 17.46 Not Significant
2.

Table No. : 1.12: shows the comparison of post-test level of eye strain score between the experimental
and control group.

When comparing the post-test level of eye stain score between the experimental and control group, the
post test mean score in the experimental group was 30.43 with S.D 18.95 and the post-test mean score
in the control group was 30.26 with S.D 17.46

The calculated unpaired “t” value of t = 0.18 was found to be statistically not significant.This clearly
indicates that after the practice of tratakaa exercise on eye strain.

37
 SECTION – E

PART - II
TABLE No. 13 : Association of post test level of eye strain regarding trataka exercise with their
selected demographic variables. (EXPERIMENTAL GROUP)

ON EYE STRAIN Total chi

square
Yes test
Demographic variables
Mild Moderate Severe Very
severe
F % F % F % F %

Age group 6-7 Years 0 0 0 0 0 0 0 0

8-9 Years 0 0 0 0 0 0 0 0 X2=0.675

NS
10-11 Years 4 13.33% 2 6.66% 2 2.66% 1 3.33%

12-13 9 30% 7 23.33% 4 13.33% 1 3.33 %

Years
Educational 6th 0 0% 0 0% 0 0% 0 0%
status standard
7th 3 10% 3 10% 1 3.33% 0 0% X2=1.221
standard NS
8th standard 10 33.33% 6 20% 5 16.66% 2 6.66 %

Area of Rural 3 10% 0 0% 1 3.33% 0 0% X2=2.87

residence NS
Urban 10 33.33% 9 30% 5 16.66% 2 6.66%

Types of Nuclear 9 30% 6 20% 3 10% 2 6.66%

family
Joint 3 10% 2 6.66% 1 3.33% 0 0% X2=3.467
NS
Extended 1 3.33% 1 3.33% 2 6.66% 0 0%

Use of 1-3 hours 0 0 0 0 0 0 0

phone and
computers 3-5 hours 0 0% 0 0% 0 0% 0 0%
X2=5.423
6-7 hours 5 16.66% 6 20% 1 3.33% 0 0% NS

>7 hours 8 26.66% 3 10% 5 16.66% 2 6.66%

38
 Post Test Association of experimental group

• There was no association found between Age in years and post test score the calculated value
i.e.0.675 was less than the table value chi square (16.9) at 0.05 level of significance.
• There was no association found between educational status and post test score the calculated value
i.e. 1.221 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between area of residence and post test score the calculated value
i.e. 2.87 was less than the table value chi square (7.81) at 0.05 level of significance.
• There was no association found between type of family and post test score the calculated value i.e.
3.467 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between use of phone and computers and post test score the
calculated value i.e. 5.423 was less than the table value chi square (16.9) at 0.05 level of
significance.

39
 TABLE NO. 14: Association of post test level of eye strain regarding trataka exercise with their
selected demographic variables. (CONTROL GROUP)

ON EYE STRAIN Total chi

square
test
Demographic variables Never Yes

Mild Moderate Severe Very

severe
F % F % F % F %

Age group 6-7 Years 0 0 0 0 0 0 0 0 0

8-9 Years 0 0 0 0 0 0 0 0 0 X2=0.886

NS
10-11 Years 0 5 16.66% 4 13.33% 4 13.33% 0 0%

12-13 0 9 30% 3 10 % 5 16.66 % 0 0%

Years
Educational 6th 0 0 0% 0 0% 0 0% 0 0%
status standard
7th 0 4 13.33% 2 6.66% 3 10% 0 0% X2=0.067
standard NS
8th standard 0 10 33.33% 5 16.66% 6 20% 0 0%

Area of Rural 0 4 13.33% 3 10 % 4 13.33% 0 0% X2=4.946

residence NS
Urban 0 10 33.33% 4 13.33% 5 16.66% 0 0%

Types of Nuclear 0 8 26.66% 5 16.66% 6 20% 0 0%

family
Joint 0 4 13.33% 0 0% 3 10% 0 0% X2=6.829
NS
Extended 0 2 6.66 % 2 6.66% 0 0% 0 0%

Use of 1-3 hours 0 0 0% 0 0% 0 0% 0 0%

phone and
computers 3-5 hours 0 0 0% 0 0% 0 0% 0 0%
X2=1.408
6-7 hours 0 9 30 % 5 16.66% 5 16.66% 0 0% NS

>7 hours 0 0 0% 0 0% 0 0% 0 0%

40
 Post Test Association of control group

• There was no association found between Age in years and post test score the calculated value i.e.
0.88 was less than the table value chi square (16.9) at 0.05 level of significance.
• There was no association found between educational status and post test score the calculated value
i.e. 0.067 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between area of residence and post test score the calculated value
i.e. 4.946 was less than the table value chi square (7.81) at 0.05 level of significance.
• There was no association found between type of family and post test score the calculated value i.e.
6.829 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between use of phone and computers and post test score the
calculated value i.e. 1.408 was less than the table value chi square (16.9) at 0.05 level of
significance..

41
 CHAPTER-V

DISCUSSION

According to POLIT & HUNGER statistical analysis is the method for rendering
quantitative information meaningful and intelligence. Without the aid of statistic the quantitative
data collected in a research project would be little more than a chaotic mass of members. Statistical
procedure enables the researchers to reduce summaries, organize, evaluate, and communicate
numeric information.

The term analysis refers to the number closely related operations which are performed with
the purpose of summarizing the collected data and organizing manner or would be associated in
research question.

STATEMENT OF THE PROBLEM

A study to assess the effectiveness of trataka exercise on eye strain among school age
children in selected school at Bilaspur, Chhattisgarh.

ORGANIZATION OF DATA FOR ANALYSIS

The analysis of data is organized and presented under the following broad headings.

Section A: Description of demographic variables of the school age children (6-12) in experimental
and control group.

Section B: Assessment of pre-test and post-test level of eye strain among school age children in
experimental group and control group.

Section C: To assess the effectiveness of trataka exercise on eye strain among school age children
in experimental group.

Section D: Comparison of pre-test and post-test level of eye strain among school age children in
experimental group and control group.

Section E: Association of post-test level of eye strain among school age children with their selected
demographic variables in the experimental.

42
 SECTION – A

TABLE NO. 4.1: FREQUENCY AND PERCENTAGE DISTRIBUTION

RESPONDENT ACCORDING TO AGE GROUP.
Fig. 4.1 Cylindrical diagram showing the percentage distribution of subjects according to age
in years.

Table No.1.1and fig.4.1: In experimental group majority of 0 (0%) respondents belonged to age
group 6-7 years, 0 (0%), belonged to age group 8-9 years, 9 (30%) belonged to age group 10-11
years, 21 (70%) belonged to age group 12-13 years. In control group majority of 0 (0%) belonged to
age group 6-7 years, 0 (0%), belonged to age group 8-9 years, 13 (43.33%) belonged to age group
10-11 years, 21 (70%) belonged to age group 12-13 years.

Fig. 4.2 Cylindrical diagram showing the percentage distribution of subjects according to
education.

Table No. 1.2 and Fig.4.2: In experimental group majority of 0 (0%) respondents belonged to 6th
standard , 7 (23.33%), belonged to 7th standard , 23 (76.66%) belonged to 8th standard. In control
group majority of 0 (00%) belonged to 6th standard , 9 (30%) belonged to 7th standard , 21 (70%)
belonged to 8th standard.

Fig. 4.3 Cluster cone diagram showing the percentage distribution of subjects according to
area.

Table No. 1.3 and Fig.4.3: In experimental group majority 26 (86.66%) respondents live in urban
area , 4(13.33%) live in rural area . In control group majority of 19(63.33%) live in urban and
(11.36.66%) lives in rural area.

Fig. 4.4 Cylindrical diagram showing the percentage distribution of subjects according types
of family .

Table No. 1.4 and Fig. 4.4 In experimental group majority of 20 (66.66%) respondents belonged to
nuclear family , 6 (20%%), belonged to joint family , 4 (13.33%) belonged to extended family. In
control group majority of 19 (63.33%) belonged to nuclear family , 7 (23.33%) belonged to joint
family , 4 (13.33%) belonged to extended family.

Fig. 4.5 Cylindrical diagram showing the percentage distribution of subjects according use of
phone.

Table No. 1.5 and Fig. 4.5 In experimental group majority of 0 (0%) respondents 1-3 hours, 0 (0%) 3-5
hours , 12 (40%) 6-7 hours , 18 (60%) >7 hours. In control group majority of 0 (0%) respondents 1-3
hours, 0 (0%) 3-5 hours , 19 (63.33%) 6-7 hours , 11 (36.66%) >7 hours.

43
 SECTION – B
ASSESSMENT OF PRETEST AND POSTTEST LEVEL OF EYE STRAIN AMONG
SCHOOL AGE CHILDREN IN EXPERIMENTAL AND CONTROL GROUP.

Frequency and percentage distribution of pretest and post test level of eye strain among school age
children in the Experimental and control group.

Fig. 4.6 Cylindrical diagram showing the percentage distribution of subjects according use of
phone in experimental and control group.

Table No.1.6 : Reveals that pretest level of eye strain children in the experimental group. Majority of
children in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 8 (26.67%) experienced severe eye strain, 3 (10%) experienced very severe eye
strain. In post-test majority of them i.e. 13 (43%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 6 (20%) experienced severe eye strain, 2 (2.67%) very severe eye strain.

Table No. 1.7: Reveals that pretest level of eye strain children in the control group. Majority of children
in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced moderate eye
strain, 6 (20%) experienced severe eye strain, 2 (6.67%) experienced very severe eye strain. In post-test
majority of them i.e. 13 (43%) experienced mild eye strain, 6 (20%) experienced moderate eye strain, 8
(26.67%) experienced severe eye strain, 3 (10%) very severe eye strain.

44
 SECTION – C
EFFECTIVENESS OF TRATAKA EXERCISE ON EYE STRAIN AMONG SCHOOL AGE
CHILDREN IN EXPERIMENTAL GROUP.

PART - I

To assess the effectiveness of trataka exercise on eye strain among school age children in
experimental group.

Table No. 1.8: Reveals that pretest level of eye strain children in the experimental group. Majority of
children in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 8 (26.67%) experienced severe eye strain, 3 (10%) experienced very severe eye
strain. In post-test majority of them i.e. 13 (43%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 6 (20%) experienced severe eye strain, 2 (2.67%) very severe eye strain.

PART - II

Comparison of pre-test and post-test level of eye strain among school age children in
experimental group.

Table No. 1.9 : Shows the comparison of pre and post test level of eye strain in experimental group.

The pre-test mean value of eye strain was 33.1 with S.D 19.45 and the post-test mean value of eye
strain was 30.43 with S.D 18.95

The calculated paired “t” value of t = 4.71 was found to be statistically significant at p-value =
0.000028 Significant.

This clearly shows that the practice of trataka exercise on eye strain among school age children had
significant improvement in their post test level of eye strain among school age children.

45
 SECTION – D
COMPARISON OF PRE-TEST AND POST-TEST LEVEL OF EYE STRAIN AMONG
SCHOOL AGE CHILDREN IN EXPERIMENTAL GROUP NAD CONTROL GROUP.

Comparison of pre-test and post-test level of eye strain among school age children in
experimental group.

Table No. 1.10: Shows the comparison of pre and post test level of eye strain in experimental
group.

The pre-test mean value of eye strain was 30.1 with S.D 19.45 and the post-test mean value of eye
strain was 30.43 with S.D 18.95

The calculated paired “t” value of t = 4.71 was found to be statistically significant at p

This clearly shows that the practice of trataka exercise on eye strain among school age children had
significant improvement in their post test level of eye strain among school age children.

Comparison of pre-test and post-test level of eye strain among school age children in control
group.

Table No 1.11 : Shows the comparison of pre-test and post-test level of eye strain in control group.

The pre-test mean value of eye strain was 28.6 with S.D 17.76 and the post-test mean value of eye
strain was 30.26 with S.D 17.46

The calculated paired “t” value of t = 1.1 was not found to be statistically significant.

This clearly shows that there was no significant difference between the pre-test and post-test level
of eye strain among school age children in control group.

Comparison of post test level of eye strain among school age children between the
experimental and control group.

Table No. 1.12 : shows the comparison of post-test level of eye strain score between the
experimental and control group.

When comparing the post-test level of eye stain score between the experimental and control group,
the post test mean score in the experimental group was 30.43 with S.D 18.95 and the post-test mean
score in the control group was 30.26 with S.D 17.46

The calculated unpaired “t” value of t = 0.18 was found to be statistically significant .This clearly
indicates that after the practice of tratakaa exercise on eye strain.

46
 SECTION – E

TABLE NO.1.13 : Association of post test level of eye strain regarding trataka exercise with their
selected demographic variables. (EXPERIMENTAL GROUP)

TABLE NO.1,14 : Association of post test level of eye strain regarding trataka exercise with their
selected demographic variables. (CONTROL GROUP)

TABLE NO.: 1.13 AND 1.14 Depicts that there were significant association
between the post test level of eye strain among school age childrens.

Post Test Association of experimental group

• There was no association found between Age in years and post test score the calculated value
i.e.0.675 was less than the table value chi square (16.9) at 0.05 level of significance.
• There was no association found between educational status and post test score the calculated value
i.e. 1.221 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between area of residence and post test score the calculated value
i.e. 2.87 was less than the table value chi square (7.81) at 0.05 level of significance.
• There was no association found between type of family and post test score the calculated value i.e.
3.467 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between use of phone and computers and post test score the
calculated value i.e. 5.423 was less than the table value chi square (16.9) at 0.05 level of
significance.

Post Test Association of control group

• There was no association found between Age in years and post test score the calculated value i.e.
0.88 was less than the table value chi square (16.9) at 0.05 level of significance.
• There was no association found between educational status and post test score the calculated value
i.e. 0.067 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between area of residence and post test score the calculated value
i.e. 4.946 was less than the table value chi square (7.81) at 0.05 level of significance.
• There was no association found between type of family and post test score the calculated value i.e.
6.829 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between use of phone and computers and post test score the
calculated value i.e. 1.408 was less than the table value chi square (16.9) at 0.05 level of
significance.
47
 CHAPTER - VI

SUMMARY, FINDING, IMPLICATION, LIMITATIONS AND

RECOMMENDATIONS

This chapter devotes to the consideration of the findings, understandings, limitation, interpretations
of the result, and the recommendation that incorporate the implication of the study. It also gives
meaning to the result obtained study.

SUMMARY

The primary aim of the study to assess the effectiveness of trataka exercise on eye strain among
school age children in selected school at Bilaspur, Chhatisgarh.
Non probability purposive sampling technique was used to select a sample of childrens who were
exposed to practice of trataka exercise to relief eye stain.
The study was undertaken based on the following objectives.
• To assess the pre-test and post-test level of eye strain among school age children in both
experimental and control group.
• To assess the effectiveness of trataka exercise on eye strain among school age children in
experimental group.
• Comparison of pre-test and post-test level of eye strain among school age children in
experimental group and control group.
• To find out the association between post-test level of score of observational rating scale of
experimental group and control group regarding trataka exercise with their selected socio-
demographic variables.

The study also attempts to examine the following hypothesis.

• H₁: There will be significant difference between pre-test and post-test level of eye stain
between experimental and control group.
• H₂: There will be significant effectiveness of trataka exercise on eye strain in experimental
group.
• H3: There will be significant association between post test level of eye strain in both group
experimental and control group with their selected demographic variables.

48
The review of literature enabled the investigator to develop the conceptual framework, tools and
methodology of this study. Review of literature was done for the present study and was presented in
the following:

• Level of eye strain among school age children.

• Review regarding trataka exercise.

According to Camp (2001) a conceptual framework is a structure which the researcher believes can
best explain the natural progression of the phenomenon to be studied. The conceptual framework
used un this study is Imogene King: Theory of Goal Attainment (1960’s).

The Theory of Goal Attainment states that “Nursing is a process of action, reaction, and interaction
by which nurse and client share information about their perception in a nursing situation’ and ‘a
process of human interactions between nurse and client whereby each perceives the other and the
situation, and through communication, they set goals, explore means, and agree on means to achieve
goals.” King has interrelated the concepts of interaction, perception, communication, transaction,
self, role, stress, growth and development, time, and space into a goal attainment theory.

Research approach used in this study was quantitative approach.

The study was conducted at government middle school jalso Bilaspur (C.G.). A sample of 60
childrens demonstrate the practice of trataka exercise. Non probability purposive sampling
technique was used to select subject for the study. The tools used for data collection was modified
observational rating scale.

Section 1- Socio demographic variable section.

Section 2- Self made rating scale to assess the level of eye vision..

The criteria used for analysis was –

• Mild – 0-20
• Moderate- 21-40
• Severe – 41-60
• Very severe- 61-80

The content validity of the tool was established by experts. The tool was found to be reliable and
feasible. The reliability of the tool was established by Karl Pearson correlation coefficient split half
reliability.

49
The study was conducted in months of January. Formal permission was brought and obtained. A
total 60 students in selected government middle school jalso, Bilaspur (C.G.). 60 samples were
taken from selected middle school jalso, Bilaspur (C.G.) . the purpose was of the study was
explained to the students informed consent was obtained , confidentiality of information was
assured.

Data was collected using self made rating scale to assess the level eye strain among school age
children.

MAJOR FINDINGS OF THE STUDY

The analysis of the data revealed the following findings:-

The Experimental group pre-test mean value of eye strain was 33.1 with S.D 19.45 and the post-test
mean value of eye strain was 30.43 with S.D 18.95

The calculated paired “t” value of t = 4.71 was found to be statistically significant at p-value =
0.000028 Significant.

This clearly shows that the practice of trataka exercise on eye strain among school age children had
significant improvement in their post test level of eye strain among school age children.

The Control group pre-test mean value of eye strain was 28.6 with S.D 17.76 and the post-test mean
value of eye strain was 30.26 with S.D 17.46

The calculated paired “t” value of t = 1.1 was not found to be statistically significant.

This clearly shows that there was no significant difference between the pre-test and post-test level of
eye strain among school age children in control group.

When the experimental and control group comparing the post-test level of eye stain score between the
experimental and control group, the post test mean score in the experimental group was 30.43 with S.D
18.95 and the post-test mean score in the control group was 30.26 with S.D 17.46

The calculated unpaired “t” value of t = 0.18 was found to be statistically significant at p-value =
0.4288 NS. This clearly indicates that after the practice of tratakaa exercise on eye strain.

CONCLUSION:
On the basis of the findings of the study, the following conclusion were drawn.

Objective-Find the pre test & post test level of eye strain among school age childrens.

50
 SECTION – A
DESCRIPTION OF DEMOGRAPHIC VARIABLES OF THE SCHOOL AGE CHILDREN IN
EXPERIMENTAL AND CONTROL GROUP

Fig. 4.1 Cylindrical diagram showing the percentage distribution of subjects according to age
in years.

Table No.1.1and fig.4.1: In experimental group majority of 0 (0%) respondents belonged to age
group 6-7 years, 0 (0%), belonged to age group 8-9 years, 9 (30%) belonged to age group 10-11
years, 21 (70%) belonged to age group 12-13 years. In control group majority of 0 (0%) belonged to
age group 6-7 years, 0 (0%), belonged to age group 8-9 years, 13 (43.33%) belonged to age group
10-11 years, 21 (70%) belonged to age group 12-13 years.

Fig. 4.2 Cylindrical diagram showing the percentage distribution of subjects according to
education.

Table No. 1.2 and Fig.4.2: In experimental group majority of 0 (0%) respondents belonged to 6th
standard , 7 (23.33%), belonged to 7th standard , 23 (76.66%) belonged to 8th standard. In control
group majority of 0 (00%) belonged to 6th standard , 9 (30%) belonged to 7th standard , 21 (70%)
belonged to 8th standard.

Fig. 4.3 Cluster cone diagram showing the percentage distribution of subjects according to
area.

Table No. 1.3 and Fig.4.3: In experimental group majority 26 (86.66%) respondents live in urban
area , 4(13.33%) live in rural area . In control group majority of 19(63.33%) live in urban and
(11.36.66%) lives in rural area.

Fig. 4.4 Cylindrical diagram showing the percentage distribution of subjects according types
of family .

Table No. 1.4 and Fig. 4.4 In experimental group majority of 20 (66.66%) respondents belonged to
nuclear family , 6 (20%%), belonged to joint family , 4 (13.33%) belonged to extended family. In
control group majority of 19 (63.33%) belonged to nuclear family , 7 (23.33%) belonged to joint
family , 4 (13.33%) belonged to extended family.

Fig. 4.5 Cylindrical diagram showing the percentage distribution of subjects according use of
phone.

Table No. 1.5 and Fig. 4.5 In experimental group majority of 0 (0%) respondents 1-3 hours, 0 (0%) 3-5
hours , 12 (40%) 6-7 hours , 18 (60%) >7 hours. In control group majority of 0 (0%) respondents 1-3
hours, 0 (0%) 3-5 hours , 19 (63.33%) 6-7 hours , 11 (36.66%) >7 hours.

51
 SECTION – B
ASSESSMENT OF PRETEST AND POSTTEST LEVEL OF EYE STRAIN AMONG
SCHOOL AGE CHILDREN IN EXPERIMENTAL AND CONTROL GROUP.

Frequency and percentage distribution of pretest and post test level of eye strain among school age
children in the Experimental and control group.

Fig. 4.6 Cylindrical diagram showing the percentage distribution of subjects according use of
phone in experimental and control group.

Table No.1.6 : Reveals that pretest level of eye strain children in the experimental group. Majority of
children in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 8 (26.67%) experienced severe eye strain, 3 (10%) experienced very severe eye
strain. In post-test majority of them i.e. 13 (43%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 6 (20%) experienced severe eye strain, 2 (2.67%) very severe eye strain.

Table No. 1.7: Reveals that pretest level of eye strain children in the control group. Majority of children
in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced moderate eye
strain, 6 (20%) experienced severe eye strain, 2 (6.67%) experienced very severe eye strain. In post-test
majority of them i.e. 13 (43%) experienced mild eye strain, 6 (20%) experienced moderate eye strain, 8
(26.67%) experienced severe eye strain, 3 (10%) very severe eye strain.

SECTION – C
EFFECTIVENESS OF TRATAKA EXERCISE ON EYE STRAIN AMONG SCHOOL AGE
CHILDREN IN EXPERIMENTAL GROUP.

PART - I

To assess the effectiveness of trataka exercise on eye strain among school age children in
experimental group.

Table No. 1.8: Reveals that pretest level of eye strain children in the experimental group. Majority of
children in the experimental group 13 (43.33%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 8 (26.67%) experienced severe eye strain, 3 (10%) experienced very severe eye
strain. In post-test majority of them i.e. 13 (43%) experienced mild eye strain, 9 (30%) experienced
moderate eye strain, 6 (20%) experienced severe eye strain, 2 (2.67%) very severe eye strain.

PART - II

Comparison of pre-test and post-test level of eye strain among school age children in
experimental group.

Table No. 1.9 : Shows the comparison of pre and post test level of eye strain in experimental group.

The pre-test mean value of eye strain was 33.1 with S.D 19.45 and the post-test mean value of eye
strain was 30.43 with S.D 18.95

The calculated paired “t” value of t = 4.71 was found to be statistically significant at p-value =
0.000028 Significant.
52
This clearly shows that the practice of trataka exercise on eye strain among school age children had
significant improvement in their post test level of eye strain among school age children.

SECTION – D
COMPARISON OF PRE-TEST AND POST-TEST LEVEL OF EYE STRAIN AMONG
SCHOOL AGE CHILDREN IN EXPERIMENTAL GROUP NAD CONTROL GROUP.

Comparison of pre-test and post-test level of eye strain among school age children in
experimental group.

Table No. 1.10: Shows the comparison of pre and post test level of eye strain in experimental
group.

The pre-test mean value of eye strain was 30.1 with S.D 19.45 and the post-test mean value of eye
strain was 30.43 with S.D 18.95

The calculated paired “t” value of t = 4.71 was found to be statistically significant at p

This clearly shows that the practice of trataka exercise on eye strain among school age children had
significant improvement in their post test level of eye strain among school age children.

Comparison of pre-test and post-test level of eye strain among school age children in control
group.

Table No 1.11 : Shows the comparison of pre-test and post-test level of eye strain in control group.

The pre-test mean value of eye strain was 28.6 with S.D 17.76 and the post-test mean value of eye
strain was 30.26 with S.D 17.46

The calculated paired “t” value of t = 1.1 was not found to be statistically significant.

This clearly shows that there was no significant difference between the pre-test and post-test level
of eye strain among school age children in control group.

Comparison of post test level of eye strain among school age children between the
experimental and control group.

Table No. 1.12 : shows the comparison of post-test level of eye strain score between the
experimental and control group.

When comparing the post-test level of eye stain score between the experimental and control group,
the post test mean score in the experimental group was 30.43 with S.D 18.95 and the post-test mean
score in the control group was 30.26 with S.D 17.46

The calculated unpaired “t” value of t = 0.18 was found to be statistically significant .This clearly
indicates that after the practice of tratakaa exercise on eye strain.

53
 SECTION – E
TABLE NO.1.13 : Association of post test level of eye strain regarding trataka exercise with their
selected demographic variables. (EXPERIMENTAL GROUP)

TABLE NO.1,14 : Association of post test level of eye strain regarding trataka exercise with their
selected demographic variables. (CONTROL GROUP)

TABLE NO.: 1.13 AND 1.14 Depicts that there were significant association
between the post test level of eye strain among school age childrens.

Post Test Association of experimental group

• There was no association found between Age in years and post test score the calculated value
i.e.0.675 was less than the table value chi square (16.9) at 0.05 level of significance.
• There was no association found between educational status and post test score the calculated value
i.e. 1.221 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between area of residence and post test score the calculated value
i.e. 2.87 was less than the table value chi square (7.81) at 0.05 level of significance.
• There was no association found between type of family and post test score the calculated value i.e.
3.467 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between use of phone and computers and post test score the
calculated value i.e. 5.423 was less than the table value chi square (16.9) at 0.05 level of
significance.

Post Test Association of control group

• There was no association found between Age in years and post test score the calculated value i.e.
0.88 was less than the table value chi square (16.9) at 0.05 level of significance.
• There was no association found between educational status and post test score the calculated value
i.e. 0.067 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between area of residence and post test score the calculated value
i.e. 4.946 was less than the table value chi square (7.81) at 0.05 level of significance.
• There was no association found between type of family and post test score the calculated value i.e.
6.829 was less than the table value chi square (12.6) at 0.05 level of significance.
• There was no association found between use of phone and computers and post test score the
calculated value i.e. 1.408 was less than the table value chi square (16.9) at 0.05 level of
significance.

54
 NURSING IMPLICATIONS -

The present study enabled knowledge level of eye strain among school age children.. The findings
of the study have implications for nursing practice, nursing education, nursing administration and
nursing research.

General Implication:- Its finding reveal that demonstration the practice of trataka exercise is
effective for improving the relief of eye strain. among school age children in selected school at
Bilaspur (C.G.)

NURSING PRACTICE -

• The nursing personnel working in the health service should have knowledge regarding trataka
exercise.
• Tratka exercise provide to the school age children to relief the eye strain.

NURSING ADMINISTRATIONS -

• Nursing administration can provide facilities and promote education to students regarding level of
eye strain and trataka exercise
• Nursing administration can organize workshops or continuous nursing education programs to
update the level of eye strain and trataka exercise
• The administrative should take active, initiative and develop information regarding level of eye
strain and trataka exercise
• Nurse as an administrator plays an important role in educating the students and in policy making
such counseling, referral services and health education on knowledge regarding level of eye strain
and trataka exercise

NURSING EDUCATION -

• Nursing education can develop health education materials like demonstration the practice program,
for students which will helps to understood the need for practice regarding trataka exercise
• The students should be made aware of the level of eye strain and trataka exercise
• Conference, workshop, seminar and symptoms can be held for health professionals level of eye
strain and trataka exercise

55
 NURSING RESEARCH -

• The essence of research is to build a body of knowledge in nursing . the findings of the present
study serve as the basis for the professionals and the students to conduct further studies.
• A study to evaluate effectiveness of trataka exercise on eye strain among school age children. the
generalizations of the study results can be made by replications of the study.
• Nursing research is the means by which nursing profession is growing.
• The researcher should conduct periodic review of research findings and disseminate the findings
through conferences, seminars, publications in journals and in the world wide web.
• More theories can be generated based on research findings.

LIMITATION -

• The study was limited students in govt. middle school jalso, Bilaspur (C.G.).
• The study was limited to a sample size 60.
• The time period of the study was limited to 1 months.
• The study was limited only among school age children.
• The time span of study was short.
• The study adopted experimental research design.

RECOMMENDATION-

• On the basis of the study that had been conducted, certain recommendations are given for future
study.
• A study can be done to assess the effectiveness of trataka exercise on eye strain.
• Regulate health education programs should be conducted by health professional.
• A similar study can be replicated in a large sample where the findings can be generalized.

SUMMARY-

This chapter deals with the summary conclusion, nursing implication, general implication, nursing
education, nursing administration, nursing research, limitation of the study and recommendation.

56
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2. Basavanthappa BT. Nursing research. 2nd ed. New Delhi: The Jaypee brothers Medical
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Bangalore: EMMESS Medical Publishers; 2017.
4. Sharma K Suresh. Nursing research & statistics. 2nd ed. New Delhi: RELX India Private
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_AND _ CONCEPTUAL _FRAMEWORK _MANDATORY _INGREDIENTS _OF _A
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6. Soumya, Chhugani Manju, Eke Lama Tamang. Assessment of effectiveness of trataka
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strain and promoting psychological well-being during prolonged use of digital displays: A
randomized controlled trial. Work, 71(2), 327–333. https://doi.org/10.3233/WOR-210834.
9. The Yoga Institite. (2022). Trataka-Yogic Eye Care - The Yoga Institute. The Yoga
Institute. https://theyogainstitute.org/trataka-yogic-eye-care.
10. VASAN LATHA. Influence of Trataka and Pranayama practices on adolescents with
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Sectional Study. Cureus 14(4): e23813. doi:10.7759/cureus.23813.
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Control Study. Journal of Critical and Diagnostic Research. 2013; 7(9):1870-1873.

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APPENDIX - I

60
APPENDIX – II

61
APPENDIX – III

62
APPENDIX – IV

63
64
65
66
67
68
69
APPENDIX – V

70
71
72
73
74
75
76
 APPENDIX – VI
EXPERTS LIST
S.NO. NAME & ADDRESS
1. DR. MRS. DAISY ABRAHAM
PROFESSOR
P.G. COLLEGE OF NURSING BHILAI (C.G.)

2. MRS. ARCHANA MAURYA

PROFESSOR
SRMM COLLEGE OF NURSING SAWANGI MEGHE WARDHA MAHARASHTRA

3. NAMRATA NIKHIL ISAAC

PROFESSOR CUM PRICIPAL
C.G. INSTITUTE OF NURSING, BILASPUR (C.G.)

4. MRS. SUCHITRA PAUL

ASSOCIATE PROFESSOR
DCH COLLEGE OF DHAMTARI (C.G.)

5. MRS. ANU THOMAS

ASSOCIATE PROFESSOR
P.G. COLLEGE OF NURSING BHILAI (C.G.)

6. MRS. ANKITA SHAKYAWAL

ASSOCIATE PROFESSOR
COLLEGE OF NURSING APOLLO HOSPITALS, BILASPUR (C.G.)

7. MRS. R.S. RAMYA

ASSOCIATE PROFESSOR
(C.G.) SANDIPANI ACADEMY PENDRI MASTURI BILASPUR (C.G.)

8. MRS. SHWETA NITESH AGRAWAL

ASSISTANT PROFESSOR
C.G. INSTITUTE OF NURSING, BILASPUR (C.G.)

9. MRS. KIRAN LAKRA

ASSISTANT PROFESSOR
LUV KUSH INSTITUTE OF NURSING, PATHALGAON (C.G.)

10. MS. MAHIMA PAUL

ASSISTANT PROFESSOR
COLLEGE OF NURSING APOLLO HOSPITALS BILASPUR (C.G.)

77
 APPENDIX - VII
LIST OF STATISTICAL FORMULAS USED
∑𝒙
Mean 𝑿= 𝒏

∑(𝒙−𝒙)(𝒚−𝒚)
Split-Half Reliability r=
√∑(𝒙−𝒙)𝟐 −(𝒚−𝒚)𝟐

𝟐𝒓
Spearman Brown Formula R = 𝟏+𝒓

∑(𝑿−𝑿)𝟐
Standard Deviation SD = 𝝈 = √ 𝒏

𝝈𝟐 𝝈𝟐𝑺
Standard Error SE (𝑿 ̅ 𝟐 ) = √ 𝑺𝟏 +
̅ 𝟏 -𝑿 𝟐
, where𝝈𝟐𝑺𝟏 &𝝈𝟐𝑺𝟐 are standard
𝒏 𝟏 𝒏𝟐

deviation of two means.

∑𝒅
Test of significance of difference of two means t = 𝟐 𝟐
√𝒏(∑ 𝒅 )−(∑ 𝒅)
𝒏−𝟏

Mean difference ̅ 𝟏 -𝑿
=𝑿 ̅𝟐

∑𝑿
Mean percentage (%) = 𝑻𝒐𝒕𝒂𝒍 𝒏𝒐.𝒐𝒇 𝒔𝒄𝒐𝒓𝒆 × 𝟏𝟎𝟎, where X is sum of all the scores.

(𝑶−𝑬)𝟐
Chi-Square X2 = ∑ [ ]
𝑬

Degree of Freedom df = (𝑪 − 𝟏)(𝑹 − 𝟏)

78
 APPENDIX – VIII
SELF MADE RATING SCALE TO ASSESS THE LEVEL OF EYE STRAIN
You are requested to give honest response of below listed symptoms tick (✔) mark the
appropriate level if you experience any of the following symptoms.

If ‘yes’, indicate by ticking appropriate how severe is/are the symptoms.

SYMPTOMS YES
Mild Moderate Severe Very severe
1 2 3 4
1. Headaches associated with near study
2. Headaches associated with far vision
3. Eye fatigue associated with near study
4. Eye fatigue associated with far vision
5. Not able to keep eyes open
6. Itching of eyes
7. Watery eyes (tearing) with near study
8. Watery eyes (tearing) with far vision
9 Neck, Shoulders, or back pain
10. Irritation / Prickling sensation
11 Increased sensitivity to light
12. Eye strain with near study in using phone
13. Eye strain with far vision
14. Redness around eye
15. Eye pain with near study
16. Eye pain with far vision
17. Difficulty tracking objects during reading or near study
18 Difficulty tracking objects during far vision
19. Burning sensation with near study
20. Burning sensation with far vision

79
 आंखों के तनाव के स्तर का आकलन करने के ललए स्व-ननलमित रे ट ग
ं स्केल

आपसे अनुरोध है कि नीचे सूचीबद्ध लक्षणों िी ईमानदारी से प्रतिकिया दें यदद आप तनम्न में से किसी भी लक्षण िा
अनभ
ु व िरिे हैं िो उपयक्
ु ि स्िर पर दिि (✔) चचह्ननि िरें ।

यदद 'हााँ', िो सही िा तनशान लगािर बिाएं कि लक्षण कििने गंभीर हैं.

लक्षण हााँ

हल्िा मध्यम गंभीर बहुि गंभीर

1 2 3 4
1. नज़दीिी आाँखों िे अध्ययन िे िारण ससरददद
2. दरू दृह्टि िेअध्ययन िे िारण ससरददद
3. नज़दीिी अध्ययन से जुडी आाँखों िी थिान
4. दरू िी दृह्टि से जुडी आाँखों िी थिान
5. आंखें खल
ु ी नहीं रख पािा
6. आाँखों िी खुजली
7. पास िे अध्ययन िे साथ पानी भरी आंखें
8. दरू दृह्टि िे साथ पानी भरी आाँखें (आंसू)
9. गददन, िंधे या पीठ में ददद
10. जलन/चुभन िी अनुभूति
11. प्रिाश िे प्रति संवेदनशीलिा में वद्
ृ चध
12. तनििअध्ययन िे साथ आाँख िा िनाव
13. दरू िी दृह्टि से आाँख िा िनाव
14. आाँख िे चारों ओर लाली
15. तनिि अध्ययन िे साथ आाँखों में ददद
16. दरू दे खने में ददद
17. पढ़ने या अध्ययन िे पास वस्िओ
ु ं िो ढूाँढने में िदठनाई
18. दरू दृह्टि िे दौरान वस्िुओं िो ढूाँढने में िदठनाई
19. तनिि दृह्टि िे अध्ययन िे िारण आाँखों में पानी
20. दरू दृह्टि िे अध्ययन िे िारण आाँखों में पानी

80
APPENDIX –IX

81
APPENDIX – X

82
APPENDIX - XI

83
 JYOTHI TRATAKA

(A) Preparations

• Get candles, candle stand and match box.

• Wash your eyes with cool and clean water (with eye cup if available) before starting the practice for
good result.
• When you practice in a group, sit around the candle stand, making a circle at sufficient distance from
the candle stand (1.5 to 2 meters). The maximum number of participants in a group around could be
about ten. Keep the candle at the same level as the eyes.
• Arrange a few chairs for those who are not able to sit on the ground.

Instructions:

➢ Sit in any comfortable meditative posture, if necessary you may sit in a chair.
➢ Remove your glasses and wristwatches.
➢ Keep your spine, neck and head in a line. Collapse your shoulders.
➢ Close the eyes and adopt Namaskara mudra.
➢ Maintain a smile on your face through out the practice. Calm down your mind. Observe your body &
breath.

JYOTI TRÁTAKA (in Five stages)

1. Jyothi Trataka with one eye at a time:

Rub the palms and place them around the eyes like palming. Drop the right hand. Gently open the
right eye with few blinks and fix the gaze on the carpet in front of you. Slowly take the vision along
the carpet towards the candle stand. Observe the shadow of the candle stand. Observe the candle
stand, the candle and the flame. If multiple flames are seen, adjust the eye in such a way that you are
able to see single flame. If the flame is seen blurred, focus on the flame, so that the flame will be seen
bright. Now fix the gaze on the flame without blinking. After 30secs close the eye and do simple
palming. Repeat with the left eye.

2. Effortless Gazing or Focusing at flame

84
 • Let us start Stage-II of Jyoti Trataka i.e., "Effortless gazing or Focusing".
• Gently open your eyes with a few blinks and look at the floor. Do not look at the flame
directly. Slowly shift your vision to the base of the candle stand, then move to top of the
stand, then to the candle and then slowly look at flame of the candle. Now, start gazing at the
whole flame without any effort. Do not blink your eyes. If multiple flames are seen, adjust the
eye in such a way that you are able to see single flame. If the flame is seen blurred, focus on
the flame, so that the flame will be seen bright. There may be a few irritating sensations, but
use your will power and gaze in a relaxed way. If tears appear, allow it to flow freely. This is a
sign of good practice. Let the tears wash out the impurities from the eyes. Learn to ignore the
irritation and watering from the eyes. Concentrate on the sharpness of the margins of the
flame. Recognize the gradation in the intensity of light. Observe the brightest part of the
flame.
• Gaze at the flame about 30 seconds.
• Slowly close your eyes, rub your palms against each other for a few seconds, form a cup of
your palms and cover your eyeballs.
• Give press and release palming.
• After completing five rounds, gently drop your hands down.
• Feel the cool sensation around the eyeballs. Relax for a few seconds. Do not open your eyes
immediately.
• Smile on the face. Relax all the muscles.

3. Intensive focusing at the tip of the wick of the flame

• Pass on to Stage-III of Jyoti Trataka i.e., "Intensive focusing"
• Gently open your eyes with a few blinks and look at the floor. Do not look at the flame
directly.
• Slowly shift your vision to the base of the candle stand, then move to top of the stand, then to
the candle and then slowly look at the flame of the candle. Now, start gazing at the whole
flame without any effort.
• Slowly gaze at the tip of the wick of candle, the small black cord. Focus your attention at one
point. This is a practice of focusing and concentration. Keep on gazing, use your will power.
Let the tears come out and try not to blink your eyes. By practice the gaze becomes steady,
making the mind one pointed.
• Gaze at the flame for about 30 seconds.
• Look deep into the flame. No winking or blinking.

85
 • Slowly close your eyes, rub your palms against each other for a few seconds then form a cup
of your palms and cover your eyeballs.
• Give press-release palming. Inhaling press the palms around the eyes while exhaling release
the pressure with- out releasing the contact. Do not touch the eyeballs with your palms
directly. Relax your eye muscles completely. After completing five rounds, gently drop your
hands down.
• Feel the cool sensation around the eyeballs. Relax for a few seconds. Do not open your eyes
immediately.

Note for Stage-II & III

✓ Continuously gaze at the flame, no blinking or winking, smooth and effortless gazing.
✓ Use your will power and ignore watering or irritation in the eyes. Gradually increase the duration of
gazing up to 60 seconds over a few weeks of practice.

4. De-focusing

• Let us proceed to Stage- IV of Jyoti Trataka i.e., "Defocussing".

• Gently open your eyes with a few blinks and look at the floor. Do not look at the flame directly.
• Slowly shift your vision to the base of the candle stand then move to the top of the stand, then to
the candle and then slowly look at the flame of the candle. First fix your attention at the flame,
observe the blue centre of the flame. Then gradually widen your vision. Observe the Aura of the
flame. Slowly defocus your attention from the flame and have a de-focused gaze on the flame.
With expansive awareness, collect all the details of the flame such as colour of the flame, shape
of the flame, and aura around the flame. Then observe the aura expanding more and more and
see the small light particles around the flame. Recognize the subtle change of achieved by de-
focusing. After one minute of de-focusing, gaze or focus on the flame. Slowly close your eyes
and retain the image in your mind. Visualize the flame between your eyebrows and collect all the
details with your eyes closed. When the images disappears go for palming.
• This time we combine palming with breathing and bhramari.

86
5. Silence
• Feel the silence and relax for a while. After sufficient relaxation, gently drop your hands down.
Sit quiet for some time and feel the deep comforting effect of the practice. Be aware of the
changes taking place inside you. Recognize that the mind has become completely calm, your
concentration, will-power and sharpness of eyesight have improved.
• Gently bring your hands behind the back, catch hold of the right wrist with your left palm, make
a loose fist with the right hand and feel the pulse of the right hand. As you exhale, gently bend
down towards the floor and surrender to the All Mighty.
• Come back as you inhale. Gently give a feather massage around the eye muscles with three
fingers (index, middle and ring fingers).

(C) Tips for practitioners

• This is to be practiced in the dark preferably in the evening.

• Remove glasses, wristwatches, and belts and make your- self comfortable in the posture.
• Sit with your head, neck and spine upright. Always open the eyes with a few blinks. During eye
exercises you must not move your head and must carry on eyeball movement only.
• During Jyoti Trataka, when you open the eyes, don't look at the flame right away. Start looking at the
floor and then slowly bring your gaze onto the flame. During palming don't let the palms touch or
press the eyeballs. (Palms & not the fingers cover the eyes).
• During palming do very slow & deep breathing with awareness.
• Palms are placed in such a way that there is complete darkness to the eyes.
• The facial muscles, eyebrows and eyelids should remain totally relaxed with a beautiful smile on the
face. Trataka should be performed after asanas and praiayȧmas. Trataka must be practiced on a steady
flame.
• The practitioner should always avoid undue strain to the eyes.

BENEFITS
Physical

It keeps away the eyestrain by improving the stamina of eye muscles and by giving deep relaxation to them.
It makes the eyes clear, bright and radiant. It cleanses the tear glands and purifies the optical system.

Therapeutic

87
Errors of refraction get corrected. It strengthens the ability of the lens to adjust better to distances. It balances
the nervous system, relieving nervous tension, anxiety, depression and insomnia.

Spiritual

It helps to develop intense concentration and improves memory. It helps to develop a strong will-power. It is
an excellent preparation for meditation.

Limitations

Epileptics should avoid gazing of flickering candle flames. They can, however, choose a totally steady object
to gaze on. If you are a sensitive person who has insomnia this practice at night make your mind too widely
awakened and difficult to go to sleep. Hence you can practice Trataka one hour before going to bed. In case
of tension headache, one may avoid this practice, as it may tend to aggravate the pain.

88
 ज्योनत संधि

(क) तैयारी

• मोमबत्तियााँ, मोमबिी स्िैंड और माचचस िी डडब्बी प्राप्ि िरें ।

• अभ्यास शुरू िरने से पहले अपनी आंखों िो ठं डे और साफ पानी से धो लें (यदद उपलब्ध हो िो आई
िप से)। अच्छे पररणाम िे सलए।
• जब आप एि समह
ू में अभ्यास िरिे हैं, िो मोमबिी स्िैंड िे चारों ओर पयादप्ि दरू ी पर एि घेरा
बनािर बैठें िैं डल स्िैंड से (1.5 से 2 मीिर)। एि समूह में प्रतिभाचगयों िी अचधििम संख्या लगभग
दस हो सििी है। मोमबिी िो आाँखों िे समान स्िर पर रखें।
• जो जमीन पर बैठने में सक्षम नहीं हैं उनिे सलए िुछ िुससदयों िी व्यवस्था िरें ।

ननर्दे श:

o किसी भी आरामदायि ध्यान मद्र

ु ा में बैठ जाएं, यदद आवश्यि हो िो आप िुसी पर भी बैठ सििे हैं।
o अपना चश्मा और िलाई घडी हिा दें ।
o अपनी रीढ़, गददन और ससर िो एि सीध में रखें। अपने िंधों िो ससिोडें।
o आंखें बंद िरिे नमस्िार मुद्रा अपनाएं।
o परू े अभ्यास िे दौरान अपने चेहरे पर मुस्िान बनाए रखें। अपने मन िो शांि िरो। अपने शरीर िा
तनरीक्षण िरें सााँस।

ज्योनत त्रा क (पांच चरणों में )

1. एक बार में एक आाँख से ज्योनत त्रा क: हथेसलयों िो रगडें और हथेसलयों िी िरह आंखों िे

आसपास लगाएं। दादहना हाथ चगराओ। धीरे से िुछ पलि झपििे ही दादहनी आंख खोलें और अपने
सामने िालीन पर ििििी लगाए रखें। धीरे -धीरे दृह्टि िो िालीन िे सहारे िैं डल स्िैंड िी ओर ले
जाएं। मोमबिी स्िैंड िी छाया िा तनरीक्षण िरें । मोमबिी स्िैंड, मोमबिी और लौ िा तनरीक्षण िरें ।
यदद िई लपिें ददखाई दे िी हैं, िो आंख िो इस िरह समायोह्जि िरें कि आप एि ही लौ दे ख सिें।
अगर लौ धुंधली नजर आ रही है िो लौ पर फोिस िरें , ह्जससे लौ िेज नजर आएगी। अब बबना
पलि झपिाए लौ पर दृह्टि ह्स्थर िरें । 30 सेिेंड िे बाद आंख बंद िर लें और साधारण हथेली िरें ।
बायीं आंख से दोहराएं।

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2. अनायास क की लगाना या लौ पर ध्यान केंटित करना

• चसलए शुरू िरिे हैं ज्योति त्रािि I c. िा चरण-II, "बबना प्रयास िे एििि दे खना या ध्यान िेंदद्रि
िरना"।
• िुछ झपििे हुए धीरे से अपनी आंखें खोलें और फशद िी ओर दे खें। लौ िो सीधे न दे खें। धीरे -धीरे
अपनी दृह्टि िो मोमबिी स्िैंड िे आधार पर ले जाएाँ, कफर स्िैंड िे ऊपर जाएाँ, कफर मोमबिी िी ओर
और कफर धीरे -धीरे मोमबिी िी लौ िो दे खें। अब पूरी लौ िो बबना किसी प्रयास िे दे खना शुरू िरें ।
अपनी आाँखें मि झपिाओ। अगर िई लपिें ददखें। आंख िो इस िरह समायोह्जि िरें कि आप एि
ही लौ दे ख सिें। अगर लौ धुंधली नजर आ रही है िो लौ पर फोिस िरें , ह्जससे लौ िेज नजर
आएगी। िुछ अनुिरणीय संवेदनाएं हो सििी हैं, लेकिन अपनी इच्छा शह्क्ि िा उपयोग िरें और
आराम से दे खें। यदद आंसू ददखाई दें िो उसे स्विंत्र रूप से बहने दें । यह अच्छे अभ्यास िा संिेि है।
आाँसुओं िो आाँखों से मैल धोने दो। आंखों से जलन और पानी आने िो नजरअंदाज िरना सीखें। लौ
िे किनारों िी िीक्ष्णिा पर ध्यान दें । प्रिाश िी िीव्रिा में उन्नयन िो पहचानें। ज्वाला िे सबसे
चमिीले भाग िा तनरीक्षण िरें ।
• िरीब 30 सेिेंड िि आंच पर ििििी लगाए रखें।
• धीरे -धीरे अपनी आंखें बंद िरें , अपनी हथेसलयों िो एि-दस
ू रे िे खखलाफ िुछ सेिंड िे सलए रगडें,
अपनी हथेसलयों िा एि िप बनाएं और अपनी आंखों िो ढि लें।
• प्रेस दें और पासमंग छोडें।
• पांच चक्िर पूरे िरने िे बाद धीरे से अपने हाथों िो नीचे िर लें।
• नेत्रगोलि िे चारों ओर ठं डी अनभ
ु तू ि महसस
ू िरें । िुछ सेिंड िे सलए आराम िरें । अपना मि खोलो
आाँखें िरु ं ि।
• चेहरे पर मुस्िान। सभी मांसपेसशयों िो आराम दें ।

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3. लौ की बत्ती की नोक पर गहन ध्यान केंटित करना

• ज्योति त्रािि िे चरण-III पर जाएं, अथादि, "गहन ध्यान िेंदद्रि िरना।

• धीरे से िुछ झपििे हुए अपनी आंखें खोलें और फशद िो दे खें। सीधे लौ िो न दे खें।
• धीरे -धीरे अपनी दृह्टि िो िैं डल स्िैंड िे आधार पर ले जाएाँ, कफर स्िैंड िे ऊपर जाएाँ, कफर मोमबिी िी
ओर और कफर धीरे -धीरे मोमबिी िी लौ िो दे खें। अब पूरी लौ िो बबना किसी प्रयास िे दे खना शुरू िरें
• मोमबिी िी बिी िी नोि, छोिी िाली डोरी िो धीरे -धीरे दे खें। अपना ध्यान एि बबंद ु पर िेह्न्द्रि िरें ।
यह ध्यान िेंदद्रि िरने और एिाग्रिा िा अभ्यास है। ििििी लगाए रहो, अपनी इच्छा शह्क्ि िा
उपयोग िरो। आंसुओं िो तनिलने दें और िोसशश िरें कि आपिी आंखें न झपिें। अभ्यास से दृह्टि
बनिी है। ह्स्थर, मन िो एिाग्र िरिे हुए।
• लगभग 30 सेिंड िे सलए आंच पर ििििी लगाए रखें
• लौ में गहराई से दे खें। िोई त्तवकं िं ग या ह्ब्लंकिं ग नहीं।
• धीरे -धीरे अपनी आंखें बंद िरें , िुछ सेिंड िे सलए अपनी हथेसलयों िो एि-दस
ू रे िे खखलाफ रगडें, कफर
एि बनाएं
• अपनी हथेसलयों िा प्याला और अपनी आाँखों िो ढाँ ि लें। • प्रेस-ररलीज पॉसमंग दें सांस लेिे हुए सांस
छोडिे हुए आंखों िे आसपास हथेसलयों िो दबाएं और संपिद िो छोडे बबना दबाव छोडें। आंखों िी
पुिसलयों िो सीधे अपनी हथेसलयों से न छुएं।
• अपनी आंखों िी मांसपेसशयों िो परू ी िरह से आराम दें । पांच चक्िर परू े िरने िे बाद धीरे से अपने
हाथ नीचे िरो। नेत्रगोलि िे चारों ओर ठं डी अनुभूति महसूस िरें । िुछ सेिंड िे सलए आराम िरें ।
अपना मि खोलो आाँखें िुरंि।

चरण- II और III िे सलए नोि

✓ बबना पलि झपिाए या पलि झपिाए, बबना रुिे लगािार लौ िो ििििी लगािर दे खें।

91
 ✓ अपनी इच्छा शह्क्ि िा प्रयोग िरें और आंखों में पानी या जलन िो नजरअंदाज िरें । धीरे -धीरे अवचध
बढ़ाएं िुछ हफ्िों िे अभ्यास िे दौरान 60 सेिंड िि दे खने िी।

4. डिफोकस करना

• आइए हम ज्योति त्रािि िे चौथे चरण यानी "डडफोिससंग" िी ओर बढ़िे हैं।

• िुछ झपििे हुए धीरे से अपनी आंखें खोलें और फशद िी ओर दे खें। ज्वाला िो मि दे खो सीधे।
• धीरे -धीरे अपनी दृह्टि िो िैं डल स्िैंड िे आधार पर ले जाएं और कफर स्िैंड िे शीर्द पर जाएं, कफर
मोमबिी िी ओर और कफर धीरे -धीरे मोमबिी िी लौ िो दे खें। पहले अपना ध्यान लौ पर िेंदद्रि िरें ,
लौ िे नीले िेंद्र िा तनरीक्षण िरें । कफर धीरे -धीरे अपनी दृह्टि िा त्तवस्िार िरें । लौ िी आभा िा
तनरीक्षण िरें । धीरे -धीरे अपना ध्यान लौ से हिाएं और लौ पर ध्यान िेंदद्रि िरें । व्यापि जागरूििा
िे साथ, लौ िे रं ग जैसे सभी त्तववरण एित्र िरें ज्वाला, ज्वाला िा आिार और ज्वाला िे चारों ओर
आभा। कफर प्रभामंडल िो अचधि से अचधि फैलिे हुए दे खें और लौ िे चारों ओर छोिे -छोिे प्रिाश
िणों िो दे खें। डी-फोिससंग द्वारा प्राप्ि सक्ष्
ू म पररविदन िो पहचानें। एि समनि डी-फोिस िरने िे
बाद, ििििी लगायें या लौ पर ध्यान िेंदद्रि िरें । धीरे -धीरे अपनी आंखें बंद िरें और छत्तव िो अपने
ददमाग में बनाए रखें। अपनी भौंहों िे बीच लौ िी िल्पना िरें और अपनी आाँखें बंद िरिे सभी
त्तववरण एित्र िरें । जब छत्तवयां गायब हो जािी हैं िो आगे बढ़ें
• हस्िरे खा। इस बार हम हथेली िो श्वास और भ्रामरी िे साथ जोडिे हैं।

5. मौन

• मौन िो महसूस िरें और िुछ दे र आराम िरें । पयादप्ि त्तवश्राम िे बाद धीरे से अपने हाथों िो नीचे िरें ।
िुछ समय िे सलए शांि बैठें और अभ्यास िे गहरे आराम दे ने वाले प्रभाव िो महसूस िरें । जागरूि
रहें आपिे अंदर हो रहे बदलाव। पहचानो कि मन पूरी िरह से शांि हो गया है , िुम्हारी एिाग्रिा,
इच्छा-शह्क्ि और दृह्टि िी िीक्ष्णिा में सुधार हुआ है।

92
 • धीरे से अपने हाथों िो पीठ िे पीछे लाएाँ, अपनी दादहनी िलाई िो अपनी बाईं हथेली से पिडें, दादहने
हाथ से एि ढीली मुट्ठी बनाएं और दादहने हाथ िी नब्ज िो महसूस िरें । जैसे ही आप सााँस छोडिे हैं,
धीरे से फशद िी ओर झुिें और सवदशह्क्िमान िे सामने आत्मसमपदण िर दें ।
• सांस भरिे हुए वापस आएं। िीन अंगुसलयों (िजदनी, मध्यमा और अनासमिा) से आंख िी मांसपेसशयों
िे चारों ओर हल्िे हाथों से मासलश िरें ।

(ख) धचककत्सकों के ललए युक्ततयााँ

• यह अभ्यास अंधेरे में किया जाना चादहए, खासिर शाम िो।

• चश्मा, िलाई घडी और बेल्ि हिा दें और अपने आप िो आसन में सहज बना लें। अपने ससर, गददन
और रीढ़ िो सीधा िरिे बैठें। हमेशा िुछ झपकियों िे साथ आंखें खोलें। आंखों िे व्यायाम िे दौरान
आपिो अपना ससर नहीं दहलाना चादहए और िेवल आंखों िी पुिली िो ही दहलाना चादहए।
• ज्योति त्रािि िे दौरान जब आप आंखें खोलें िो िरु ं ि ज्योति िी ओर न दे खें। फशद िो दे खना शरू
ु िरें
और कफर धीरे -धीरे अपनी दृह्टि िो लौ पर ले आएं। हथेली लगाने िे दौरान हथेसलयों िो नेत्रगोलि िो
छूने या दबाने न दें , (हथेसलयााँ न कि उं गसलयााँ आाँखों िो ढाँ ििी हैं)।
• हथेसलयों िो पिडने िे दौरान जागरूििा िे साथ बहुि धीमी और गहरी सांस लें।
• हथेसलयां इस िरह रखी जािी हैं कि आंखों पर पूरा अंधरे ा छा जािा है।
• चेहरे पर एि संद
ु र मस्
ु िान िे साथ चेहरे िी मांसपेसशयां, भौहें और पलिें परू ी िरह से िनावमक्
ु ि
रहें । आसन और प्राणायाम िे बाद त्रािि िरना चादहए। त्रािि िा अभ्यास अवश्य िरना चादहए
ह्स्थर लौ।
• अभ्यासी िो सदै व आाँखों पर अनावश्यि िनाव से बचना चादहए।

फायर्दे

भौतिि

यह आंखों िी मांसपेसशयों िी सहनशह्क्ि में सुधार िरिे और उन्हें गहरा त्तवश्राम दे िर आंखों िी रोशनी िो
दरू रखिा है। यह आाँखों िो स्पटि, उज्ज्वल और दीह्प्िमान बनािा है। यह आंसू ग्रंचथयों िो साफ िरिा है और
ऑह्प्ििल ससस्िम िो शुद्ध िरिा है।

चचकित्सीय

अपविदन िी त्रुदियां ठीि हो जािी हैं। यह लेंस िी दरू ी िो बेहिर ढं ग से समायोह्जि िरने िी क्षमिा िो
मजबूि िरिा है। यह िंबत्रिा िंत्र िो संिुसलि िरिा है, िंबत्रिा िनाव, चचंिा, अवसाद और अतनद्रा से राहि
दे िा है।

93
आध्याह्त्मि

यह गहन एिाग्रिा त्तविससि िरने और याददाश्ि में सुधार िरने में मदद िरिा है। यह एि मजबूि इच्छा-
शह्क्ि त्तविससि िरने में मदद िरिा है। यह ध्यान िे सलए एि बेहिरीन िैयारी है।

सीमाएाँ

समगी िे रोचगयों िो दिमदिमािी मोमबिी िी लपिों िो दे खने से बचना चादहए। हालााँकि, वे ििििी लगाने िे
सलए पूरी िरह से ह्स्थर वस्िु चुन सििे हैं। यदद आप एि संवेदनशील व्यह्क्ि हैं ह्जसे अतनद्रा है , िो राि में
यह अभ्यास आपिे ददमाग िो बहुि व्यापि रूप से जागि
ृ िर दे िा है और सोना मुह्श्िल हो जािा है। इससलए
आप सोने से एि घंिा पहले त्रािि िा अभ्यास िर सििे हैं। िनाव ससरददद िे मामले में , व्यह्क्ि इस अभ्यास
से बच सििा है, क्योंकि इससे ददद बढ़ सििा है।

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