Teacher's Perceptions on Academic Performance of School Children after Correction of Refractive Error

Abstract

Aim: This study aimed to determine teachers' perceptions about the difference in school children behaviors and academic performance after the correction of refractive error with spectacles.

Study Design: Observational prospective study.

Duration and Settings of the Study: The study lasted one year and was conducted at Islamabad Model College for Girls (IMCG) Thanda Pani, a public sector higher secondary school/college in Islamabad, Pakistan.

Methods: In-depth interviews (IDIs) were conducted with 22 class teachers regarding 66 students identified with a refractive error during phase I of school screening. These interviews were held at the beginning of the academic session and after the annual examination to assess the impact of the correction of refractive error and the provision of spectacles. Academic performance was categorized as above average, below average, and failed.

Results: Due to several reasons, 9 students were not using their spectacles, while 57 were wearing spectacles daily for 6-10 hours. Following refractive correction and provision of spectacles, improvements were observed in academic performance. Among the 57 students who were using spectacles, 26 (45.6%) students were in category 1 (above average); 22 (38.6%) students were in category 2 (below average), while 9 (15.8%) students were in category 3 (failed).

Conclusion: Timely detection and correction of refractive errors significantly improve students' behaviors and refractive errors.