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Abstract(s)
A literatura existente apresenta dados heterogéneos sobre o impacto das dificuldades
visuais na aprendizagem. Enquanto alguns estudos demonstram um efeito negativo no
desempenho escolar, outros não identificam uma associação significativa, desde que os
erros refrativos sejam devidamente corrigidos. No entanto, alguns autores destacam a
importância de rastreios visuais escolares para identificar e corrigir problemas que
possam comprometer o rendimento escolar. Este estudo analisou a relação entre
acuidade visual, erro refrativo no seu equivalente esférico e desempenho escolar em
alunos do 2º e 3º ciclo de estudos, considerando variáveis sociodemográficas, clínicas e
académicas.
Metodologia: A amostra foi composta por 431 alunos do ensino básico, 51,3% do sexo
masculino, sendo a maioria proveniente de escolas rurais (72,2%). Foram avaliadas a
acuidade visual habitual de longe e o erro refrativo por autorrefração não cicloplégica.
Para a classificação usou-se o equivalente esférico, classificado em ametrope ou
emetrope. A acuidade visual foi categorizada em dois grupos: normal (se =95 VAR) e
reduzida (se <95 VAR). O equivalente esférico foi categorizado em =-0,75D como limiar
para a miopia, =1,00D para a hipermetropia e =1,25D para a anisometropia. O
desempenho escolar foi analisado através das classificações obtidas nas áreas das
ciências e das humanidades, calculando-se a média das notas e o aproveitamento de cada
área.
Resultados: Os resultados indicaram que não existe uma relação estatisticamente
significativa entre a acuidade visual habitual e o desempenho escolar. No entanto foi
identificada uma associação significativa entre o equivalente esférico e o aproveitamento
escolar na área das humanidades, (p= 0,014), com os alunos emetropes a apresentarem
melhores resultados do que os ametropes. A análise das classificações revelou uma forte
correlação entre as classificações nas áreas de ciências e de humanidades (r = 0,813; p <
0,001), sugerindo que alunos com bom desempenho numa área tendem a ter bom
sucesso na outra. Além disso, os alunos de escolas rurais apresentaram melhores
classificações do que os de escolas urbanas.
Conclusões: Embora não tenha sido encontrada uma relação entre a acuidade visual e o
desempenho escolar, os resultados sugerem que os erros refrativos podem impactar o
aproveitamento escolar nomeadamente na área das humanidades, onde se encontram
disciplinas que necessitam de um maior esforço de leitura contínua. O estudo reforça a importância dos rastreios visuais escolares, para corrigir precocemente o erro refrativo
garantindo que o aluno esteja melhor preparado para explorar o seu potencial de
aprendizagem.
The existing literature presents heterogeneous data on the impact of visual difficulties on learning. While some studies demonstrate a negative effect on academic performance, others do not identify a significant association, provided that refractive errors are properly corrected. However, some authors highlight the importance of school vision screenings to identify and correct issues that may compromise academic achievement. This study analyzed the relationship between visual acuity, refractive error in its spherical equivalent., and academic performance in students from the 2nd and 3rd cycles of education, considering sociodemographic, clinical, and academic variables. Methodology: The sample consisted of 431 primary school students, 51.3% male, with the majority coming from rural schools (72.2%). Distance habitual visual acuity and refractive error by non-cycloplegic autorefraction. were assessed. Visual acuity was categorized into two groups: normal (if =95 VAR) and reduced (if <95 VAR). The classification was based on the spherical equivalent and was classified as ametropic or emmetropic and was categorized as =-0.75D as the threshold for myopia, =1.00D for hyperopia, and =1.25D for anisometropia. Academic performance was analyzed based on the grades obtained in the fields of sciences and humanities, calculating the average grades and the achievement in each area. Results: The results indicated no statistically significant relationship between visual acuity and academic performance. However, a significant association was found between spherical equivalent and academic achievement in the humanities field (p = 0.014), with emmetropic students performing better than ametropic students. The grade analysis revealed a strong correlation between performance in sciences and humanities (r = 0.813; p < 0.001), suggesting that students who perform well in one area tend to succeed in the other. Additionally, students from rural schools achieved higher grades than those from urban schools. Conclusions: Although no relationship was found between visual acuity and academic performance, the results suggest that refractive errors may impact school achievement, particularly in the humanities field, which includes subjects requiring greater continuous reading effort. The study reinforces the importance of school vision screenings to correct refractive errors early, ensuring that students are better prepared to reach their full learning potential.
The existing literature presents heterogeneous data on the impact of visual difficulties on learning. While some studies demonstrate a negative effect on academic performance, others do not identify a significant association, provided that refractive errors are properly corrected. However, some authors highlight the importance of school vision screenings to identify and correct issues that may compromise academic achievement. This study analyzed the relationship between visual acuity, refractive error in its spherical equivalent., and academic performance in students from the 2nd and 3rd cycles of education, considering sociodemographic, clinical, and academic variables. Methodology: The sample consisted of 431 primary school students, 51.3% male, with the majority coming from rural schools (72.2%). Distance habitual visual acuity and refractive error by non-cycloplegic autorefraction. were assessed. Visual acuity was categorized into two groups: normal (if =95 VAR) and reduced (if <95 VAR). The classification was based on the spherical equivalent and was classified as ametropic or emmetropic and was categorized as =-0.75D as the threshold for myopia, =1.00D for hyperopia, and =1.25D for anisometropia. Academic performance was analyzed based on the grades obtained in the fields of sciences and humanities, calculating the average grades and the achievement in each area. Results: The results indicated no statistically significant relationship between visual acuity and academic performance. However, a significant association was found between spherical equivalent and academic achievement in the humanities field (p = 0.014), with emmetropic students performing better than ametropic students. The grade analysis revealed a strong correlation between performance in sciences and humanities (r = 0.813; p < 0.001), suggesting that students who perform well in one area tend to succeed in the other. Additionally, students from rural schools achieved higher grades than those from urban schools. Conclusions: Although no relationship was found between visual acuity and academic performance, the results suggest that refractive errors may impact school achievement, particularly in the humanities field, which includes subjects requiring greater continuous reading effort. The study reinforces the importance of school vision screenings to correct refractive errors early, ensuring that students are better prepared to reach their full learning potential.
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Keywords
Acuidade Visual Ciências Desempenho Escolar Ensino Básico Equivalente Esférico Humanidades Rastreio Visual Saúde Visual