Visual Perception Status and Its Relationship with Academic Performance among Primary Indigenous Schoolchildren in Selangor, Malaysia
Abstract
Objective: Visual perception (VP) is often linked to academic tasks and performances that involve literacy and numeracy skills. However, there is limited literature that discusses VP among primary indigenous children. This study investigated VP status among primary indigenous schoolchildren in Selangor and its relationship with academic performance.
Material and Methods: In this study, 90 primary indigenous schoolchildren aged 7-11 were recruited. They underwent a preliminary assessment for visual acuity using the Sonksen logMAR chart to ensure optimum visual function. The VP status was then assessed using the Test of Visual Perceptual Skills 4th Edition (TVPS-4). In addition, academic performance data for four core subjects, namely Bahasa Melayu, English, mathematics, and science, were obtained retrospectively and classified into six mastery levels known as Tahap Penguasaan (TP).
Results: The VP scores of primary indigenous schoolchildren were independent of gender and school attendance rate. Compared with the standard norms, the participants’ subtest scaled scores and overall standard scores (mean±S.D.=93.26±6.58, p-value<0.001) were significantly lower. Most VP subskills showed no correlation with academic performance, except for the sequential memory subtest, which showed the strongest association in Bahasa Melayu and science. Furthermore, the visual discrimination subtest and overall VP scores were significantly correlated with Bahasa Melayu, English, and science proficiency, but not mathematics.
Conclusion: Generally, primary indigenous schoolchildren demonstrated below-average VP performance. While not all VP subskills were found to be linked to academic performance, specific interventions that heavily target the sequential memory and visual discrimination sub-domains may be effective in improving the educational outcomes of primary indigenous schoolchildren.
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