國小六年級學童雙眼視覺機能與學習成就之相關

本研究的目的在於探討國小六年級學童雙視覺機能與其學習成就之相關；研究以調查研究的研究方法進行，針對國小六年級222位學童進行視覺機能檢查，並請學童或學童家長填寫問卷，同時調閱學童在校之語文、英語文、數學之學期成績。 結果顯示：學童屈光不良而未矯正或矯正不完全，在觀看目標物時可能會產生歪頭或瞇眼、眼睛酸澀或疲勞想睡的比例較高。視覺機能有問題的學童在近距離看書本或寫作業時，較易產生經常分心需花較長的時間完成課業，或眼睛酸澀或疲勞想睡等視覺反應。而視覺反應與屈光狀態、眼位狀態、掃視能力、雙眼聚合能力、調節近點能力及調節靈活度有關。此外，學童語文的學習成就與遮蓋測試及雙眼聚合能力回復時的距離有關，而在視覺反應上與經常分心需花較長的時間完成課業的相關性較為顯著。英語文的學習成就與眼聚合能力回復時距離有關，但與視覺反應相關性較不顯著。數學的學習成就與視覺機能上的相關性較不顯著，而在視覺反應上與觀看遠距離時的眼睛酸澀或疲勞想睡、頭痛眼睛疼痛或流眼淚的相關性較為顯著。 學童的學習成就與視覺反應受到雙眼視覺機能的影響，研究結果可讓學童家長、教育人員及醫療專業人員了解，當學童有視覺反應或學習方面的外顯問題，家長、教育人員及醫療專業人員應思考視覺機能的存在因素，早期介入治療或訓練可減少學童在學習及視覺反應上的困擾及不適。

Purpose: To investigate the correlation between vision, especially binocular function, and academic learning in the elementary school children in Taiwan. Methods: 222 healthy 6th Grade students participated in the study. Ocular examination included visual acuity determination, cover test, maximal plus subjective refraction for best vision, modified Thorington test, and assessment of saccade, ocular motility, NPC, NPA, stereopsis, and accommodative facility. Additionally, students and their parents were asked to complete a questionnaire on ocular and physical responses when performing distance and near visual tasks. This was supplemented by the students’ scholastic achievement and IQ scores, both of which transcribed from school records with parental consent.Results: First, uncorrected and under-corrected students complained of wry neck, squinting to see, sleepiness, ocular pain and tearing (r= -.172~ -.393 , p=.000 ~ .048) while performing distance visual tasks. Students who had abnormal visual functions, such as refractive error, ocular posture, saccade, NPC, NPA, and accommodative facility, experienced easy fatigue (r= -.250 ~ -.168, p=.003 ~ .045), squinting (r= -.212 ~-.089, p=.011~.046), and needing more time to finish homework assignment (r= -.223 ~ -.168., p=.008 ~ .047). Further, statistically significant correlation was noted between the degree of difficulty in learning Mandarin Chinese and the results from both cover test (r=-.346, p=.002) and NPC recovery point measurement (r=-.241, p=.036), and also that between learning of English language and NPC recovery point (r=-.248, p=.031). In contrast, binocular visual functions did not correlate with the learning of mathematics.Discussion: Our study showed a close correlation between visual function and academic learning. Parents, educators, and medical personnel should realize the importance of this correlation, so that when the students exhibit learning-interfering visual symptoms, early remedial intervention can be readily instituted.