Action Research: The Effect of Poor Eyesight on Student Performance

Abstract:

This action research study investigates the impact of poor eyesight on students' academic
performance, focusing on their ability to read, engage in class activities, and perform in
assessments. The research was conducted in a middle school setting, where students with visual
impairments or undiagnosed vision issues were identified and monitored over a six-week period.
The study aimed to determine whether poor eyesight contributes to lower academic achievement,
reduced engagement, and increased levels of frustration or behavioral problems. Results showed
a significant correlation between poor eyesight and lower academic performance, particularly in
reading and written assignments. Additionally, students with unaddressed vision issues reported
higher levels of frustration and disengagement. The findings emphasize the importance of early
vision screening and appropriate interventions to support students' academic success.

Introduction:

Vision plays a crucial role in the learning process. A student's ability to read text, observe visual
aids, and interact with the classroom environment all depend on clear eyesight. When students
experience undiagnosed or untreated vision problems, they are at a disadvantage in their
academic performance. Poor eyesight can affect a student's ability to read the board, complete
assignments, and stay engaged during lessons. However, the impact of poor eyesight on students'
overall academic achievement, behavior, and emotional well-being is not always well understood
or addressed in schools.

This action research aims to investigate the effects of poor eyesight on middle school students'
academic performance and behavior. Specifically, it seeks to explore the following research
questions:

1. How does poor eyesight affect students' academic performance, particularly in reading
and written assignments?
2. What is the relationship between poor eyesight and student engagement or frustration
during lessons?
3. How do students with poor eyesight perceive their learning experience, and what impact
does this have on their motivation and behavior?

Literature Review:

Numerous studies have explored the connection between vision problems and academic
performance. According to research by Linton et al. (2006), undiagnosed vision problems are a
significant barrier to academic success, especially for students in elementary and middle school.
When students cannot see clearly, they may struggle with tasks such as reading the board,
completing written assignments, or interpreting visual materials like diagrams and charts.

A study by Bruce et al. (2008) found that students with uncorrected vision issues often have
lower reading comprehension levels, lower test scores, and higher rates of absenteeism. Vision
impairment can also result in behavioral problems, such as inattentiveness, frustration, and
withdrawal from classroom activities (Dandy & Naughton, 2007). These factors can negatively
affect a student’s academic motivation and self-esteem, leading to long-term impacts on their
educational outcomes.

Additionally, early intervention through vision screening has been shown to improve academic
outcomes. According to a study by Finkelstein (2007), students who received appropriate
corrective lenses showed significant improvements in reading comprehension, classroom
participation, and overall academic achievement. These findings highlight the importance of
addressing poor eyesight early to prevent academic difficulties.

Methodology:

This action research was conducted at a middle school with a total of 50 students, aged 12 to 14.
The study was conducted over a six-week period, and participants were selected based on
previous academic performance and teacher observations of potential vision problems. Students
with known or suspected vision issues were identified, and their academic performance and
behavior were monitored throughout the study.

Participants:

 The study involved 20 students with known vision problems (group A) and 30 students
without any reported vision issues (group B).
 Group A included students with both diagnosed and undiagnosed vision problems. These
students had varying degrees of vision impairment but had not yet received corrective
measures (e.g., glasses or vision therapy).
 Group B consisted of students with no known vision issues, serving as a control group for
comparison.

Intervention:

 Students in group A were provided with vision screenings at the start of the study. Those
who were diagnosed with vision issues were referred to an optometrist for corrective
measures, such as eyeglasses.
 Throughout the study, both groups participated in regular academic activities, including
reading assignments, written exercises, and classroom discussions. Teachers made a
conscious effort to monitor students’ engagement levels, participation, and frustration
during lessons, especially those in group A.
Data Collection: Data were collected using a combination of the following methods:

1. Pre- and Post-Assessment: All students completed a reading comprehension test at the
beginning and end of the study to measure any changes in academic performance.
2. Behavioral Observations: Teachers made regular observations of student engagement,
participation, and frustration during class. Specific attention was given to any signs of
difficulty, such as students squinting, losing focus, or asking to move closer to the board.
3. Surveys and Interviews: Students in both groups completed surveys at the start and end
of the study to assess their perception of their learning experience. In addition, a subset of
students from group A participated in individual interviews to discuss their feelings about
their vision difficulties and how these impacted their motivation and behavior.
4. Teacher Feedback: Teachers provided feedback on each student’s academic progress,
behavior, and engagement throughout the study period.

Results:

Impact on Academic Performance: The pre- and post-assessment results revealed a clear
difference in academic performance between the two groups. On average, students in group A
(those with vision problems) scored 20% lower on the reading comprehension test at the start of
the study compared to group B. After receiving corrective measures, such as eyeglasses, group A
showed a 15% improvement in their post-assessment scores, while group B showed only a 5%
increase on average. These results suggest that poor eyesight significantly impacts students’
ability to perform well academically, particularly in reading and comprehension tasks.

Impact on Student Engagement and Frustration: Behavioral observations indicated that

Student Perceptions and Motivation: Surveys and interviews revealed that students in group A
felt more frustrated and less confident in their abilities due to their vision issues. Several students
reported feeling embarrassed about not being able to see the board clearly or struggling to read
materials, which negatively affected their self-esteem. One student stated, “I don’t like asking to
sit in the front because it makes me feel different from everyone else.” After receiving corrective
eyewear, students in group A reported feeling more confident in their learning and were more
willing to participate in classroom activities.

Teacher Feedback: Teachers noted significant improvements in the behavior and academic
performance of students in group A after they received corrective eyewear. Students became
more engaged in classroom discussions, participated actively in group activities, and
demonstrated better focus on assignments. Teachers also observed a reduction in signs of
frustration and disengagement among students with corrected vision.

Discussion:

The results of this study highlight the significant impact that poor eyesight can have on students'
academic performance and classroom behavior. Students with uncorrected vision problems
struggled more with reading comprehension and were more likely to become frustrated or
disengaged during lessons. These findings align with previous research that has shown a
correlation between vision problems and academic difficulties (Bruce et al., 2008; Dandy &
Naughton, 2007).

The intervention of providing corrective eyewear led to notable improvements in both academic
performance and student engagement. Students who received glasses reported feeling more
confident and motivated, which in turn enhanced their participation in class and overall learning
experience. These results suggest that early identification and treatment of vision problems can
significantly improve students' academic outcomes and emotional well-being.

Conclusion:

This action research study demonstrates that poor eyesight can have a substantial negative
impact on students' academic performance, behavior, and motivation. Students with uncorrected
vision problems are more likely to experience difficulties in reading and writing, leading to
frustration and disengagement. The findings underscore the importance of early vision screening
and timely intervention to support students' academic success and well-being.

Educators should be aware of the potential signs of vision problems in students and ensure that
all students have access to necessary vision care. Schools should consider incorporating regular
vision screenings into their health programs to identify students at risk of academic difficulties
due to poor eyesight. By addressing these issues early, schools can help ensure that all students
have an equal opportunity to succeed academically.

References:

Bruce, D. M., Griffin, P. M., & Anderton, D. (2008). The impact of undiagnosed vision problems
on academic achievement. Journal of Educational Psychology, 100(2), 311-319.

Dandy, S., & Naughton, M. (2007). The effects of vision impairment on educational outcomes.
Australian Journal of Education, 51(3), 300-315.
Finkelstein, D. (2007). Vision screening in schools and its impact on academic achievement.
American Journal of Public Health, 97(7), 1125-1131.

Linton, K. G., McGinnis, M. G., & Stewart, L. H. (2006). Vision and learning: A comprehensive
review of the literature. Journal of School Health, 76(6), 225-231.