SciELO - Scientific Electronic Library Online

vol.13 issue1Noise, screaming and shouting: Classroom acoustics and teachers' perceptions of their voice in a developing country author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


South African Journal of Childhood Education

On-line version ISSN 2223-7682
Print version ISSN 2223-7674


RAMANTSI, Boitumelo M.L.; RASENGANE, Tuwani A.  and  JITA, Thuthukile. Foundation Phase teachers' knowledge on common visual problems affecting children. SAJCE [online]. 2023, vol.13, n.1, pp.1-7. ISSN 2223-7682.

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.

Keywords : visual disorders in children; knowledge of teachers; educating teachers; children's vision; teachers' questionnaires; Quintile 1 school; Grade R to Grade 3 teachers.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License