Foundation Phase teachers’ knowledge on common visual problems affecting children

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Boitumelo M.L. Ramantsi, Tuwani A. Rasengane, Thuthukile Jita
{"title":"Foundation Phase teachers’ knowledge on common visual problems affecting children","authors":"Boitumelo M.L. Ramantsi, Tuwani A. Rasengane, Thuthukile Jita","doi":"10.4102/sajce.v13i1.1106","DOIUrl":null,"url":null,"abstract":"Background: Vision disorders are a public health problem as they cause a delay in academic progress and affect learners’ future career. Teachers spend most of the time with children at school and can help in the early identification and referral of children with visual problems. Aim: To evaluate the knowledge of Grade R to Grade 3 teachers on children’s visual problems before and after educating them on the different visual disorders that affect learners in the classroom. Setting: Low socio-economic status (Quintile 1) schools in Bloemfontein, South Africa. Methods: Convenience sampling was carried out to include Grade R to Grade 3 teachers from 11 Quintile 1 schools. In this quantitative study, two questionnaires with nine items each were administered to determine the teachers’ knowledge. A 45-min educational session on common vision disorders was presented by the researcher. The teachers were classified as having good knowledge if they obtained seven or more correct answers in each questionnaire. Results: Thirty-six female teachers participated in the study. Most of the participants (72.22%) were in the age group of 36 years and older, and 44.44% had been teaching for more than 10 years. Thirty-four participants (94.44%) obtained an overall score of seven and higher before the educational session, and all participants obtained a score of seven and higher after the educational session. There was a statistically significant difference ( p < 0.0001) between the scores of participants before and after the educational session. Conclusion: The Foundation Phase teachers had adequate knowledge about common visual problems. The educational session was beneficial as it enhanced the teachers’ knowledge.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.8000,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/sajce.v13i1.1106","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Background: Vision disorders are a public health problem as they cause a delay in academic progress and affect learners’ future career. Teachers spend most of the time with children at school and can help in the early identification and referral of children with visual problems. Aim: To evaluate the knowledge of Grade R to Grade 3 teachers on children’s visual problems before and after educating them on the different visual disorders that affect learners in the classroom. Setting: Low socio-economic status (Quintile 1) schools in Bloemfontein, South Africa. Methods: Convenience sampling was carried out to include Grade R to Grade 3 teachers from 11 Quintile 1 schools. In this quantitative study, two questionnaires with nine items each were administered to determine the teachers’ knowledge. A 45-min educational session on common vision disorders was presented by the researcher. The teachers were classified as having good knowledge if they obtained seven or more correct answers in each questionnaire. Results: Thirty-six female teachers participated in the study. Most of the participants (72.22%) were in the age group of 36 years and older, and 44.44% had been teaching for more than 10 years. Thirty-four participants (94.44%) obtained an overall score of seven and higher before the educational session, and all participants obtained a score of seven and higher after the educational session. There was a statistically significant difference ( p < 0.0001) between the scores of participants before and after the educational session. Conclusion: The Foundation Phase teachers had adequate knowledge about common visual problems. The educational session was beneficial as it enhanced the teachers’ knowledge.
基础阶段教师对儿童常见视力问题的认识
背景:视力障碍是一个公共卫生问题,因为它会导致学习进度的延迟和影响学习者未来的职业生涯。教师大部分时间都在学校与孩子们在一起,可以帮助早期识别和转诊有视力问题的儿童。目的:评价R至3年级教师在课堂上对影响学习者的各种视觉障碍进行教育前后对儿童视觉问题的了解情况。环境:南非布隆方丹低社会经济地位(五分之一)学校。方法:采用方便抽样的方法,对11所五分位数1学校的R级至3级教师进行抽样。本定量研究采用两份问卷,每一份问卷共九项,以确定教师的知识水平。研究者提出了一个45分钟的关于常见视力障碍的教育会议。如果教师在每个问卷中获得7个或更多的正确答案,则被归类为具有良好的知识。结果:共有36名女教师参与研究。调查对象中年龄在36岁及以上的占72.22%,从教10年以上的占44.44%。34名参与者(94.44%)在教育课程前获得总分7分及以上,所有参与者在教育课程后获得总分7分及以上。差异有统计学意义(p <0.0001)。结论:基础阶段教师对常见的视觉问题有足够的认识。教育会议是有益的,因为它增加了教师的知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信