Republic of the Philippines

Department of Education
Region IV – A CALABARZON
City Schools Division of Dasmariñas
Congressional Integrated High School
Poinsettia St., Via Verde Village San Agustin II City of Dasmariñas

COPING STRATEGIES OF GRADE 11 STEM STUDENTS WITH EYESIGHT

PROBLEM IN CONGRESSIONAL INTEGRATED
HIGH SCHOOL

A Research
Presented To
The Faculty of Senior High School
Congressional Integrated High School

In Partial Fulfilment
Of the Requirements in
Practical Research I
(Qualitative Research)

Genaga, Carmina M.
Ayco, Kent April P.
Almeida, Eulex Emmanuel P.
Lopez, Jan Philip F.
Ripalda, Meanne L.
Regidor, Justine P.

March 2020

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 ABSTRACT

This study aims know the coping strategies of the grade 11-STEM students, also the

researcher aim to enlighten the readers on the importance of health eyesight and how the

eyesight problem affects the performance of a student. We found out the effects of the

personality of a person with eyesight problem and educate them on how they can cope up with

this problem. In this study researchers used phenomenological research design. We come up to 2

themes in which it discusses the textural and structural answers of the participants. The result

shows that the students who have poor eyesight have different coping strategies to help

themselves to cope with the class activities, in which the researchers discovered that the

experiences they’ve had has effect with their self-improvement and in regards with the

difficulties, they able to cope with it.

Keywords: Eyesight problem, coping strategies, students

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 ACKNOWLEDGEMENT

We want to show our special thanks of gratitude to God who guide and blessed us

through the days and weeks that we did our research paper. We also want to provide a special

thanks to our beloved teacher Mrs. Maria Corazon M. Basco for her continuous guidance,

patience, and feedback along the way. We appreciate you for not giving up on us.

Also, we are thankful to all the teachers who helped us to our study, specially Sir. Jeff

Lucero who validated our questions. Thanks for your feedback and your willingness to serve for

us study. Thank you to special supporters, aunties of one of the member for us study, for

providing constant support, prayers, and words of encouragement as we worked to complete this

task. We would also like to thank all the participants for their willingness and patience to

participate in the study.

Researchers

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 Table of Contents

ACKNOWLEDGEMENT……………………………………………………………………...II

ABSTRACT…………………………………………………………………………………….III

CHAPTER 1

INTRODUCTION 4

CHAPTER 2

REVIEW OF RELATED LITERATURE 8

CHAPTER 3

RESEARCH METHODOLOGY 16

PRESENTATION,ANALYSIS AND INTERPRETATION OF DATA 19

SUMMARY, CONCLUSION AND RECOMMENDATION 26

REFERENCES 29

APPENDIX A……………………………………………………………………………………31

APPENDIX B……………………………………………………………………………………32

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 CHAPTER 1

Introduction

Sight plays a major role in a human life. Having a good vision leads to good

performance, According to Zaba (2017) a beach optometrist and researcher said that almost 80%

of all the impressions and what a child learns came from what they see visually. The most

common thing that happens to students is having vision problem because of exposure in radiation

that badly affects their eyesight. They might also inherit this problem from their family genes.

Previous studies have emphasized that one (1) in four (4) teenagers have vision problems and it

caused changes in their personality, learning ability, and adjustments (Ruderman, 2016).

There are a lot of signs that are usually seen on teenagers who suffer from having

difficulties in vision, like always sitting to close to the television, frequent eye rubbing, sensitive

to lights, experience of having headache and even tired eyes (Metz, 2017). Also, one of the main

common causes of having bad eyesight is refractive errors. Students who experience low visions

can be life changing and it has a lot of consequences for the person affected; they might feel

isolated from the others, it may bring bad psychological effects like anger and depression, loss of

confidence and participating less in activities than before (Heiting, 2017).

The researchers chose this topic to know what the coping strategies of students with

eyesight problem are and how it affects their performance in school. The focus of this study is to

know how the students face cope up with this problem and to know what are the experiences of

students in the midst of eyesight problem.

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Statement of the Problem

This study wants to know the coping strategies of Grade 11-STEM students with eye

sight problem in Congressional Integrated High School. This study aims to answer the following

questions:

1. What are the classroom problems encountered by the students with eyesight problem?

2. How do the students cope with the classroom problems they have encountered?

Significance of the Study

This research is beneficial to the following:

STUDENTS: The significance of the study is beneficial to the students with eye sight

problem. It might help students on how to deal with their eye sight problem.

TEACHERS AND PARENTS: The significance of the study is also beneficial to

teachers and parents to know how they able to help the students to overcome the struggles into

eyesight problem.

FUTURE RESEARCHER: This study is also beneficial to the future researcher through

the information and data which can be used as related literature for the future studies.

Scope and Limitation

The respondents of this study are the Grade 11-STEM students experiencing eyesight

problem. This research conducted inside the Senior High campus in Congressional Integrated

High School.

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 The focus of this study is to know how the students face this problem and to know what

are the effects of eyesight problem their classroom performance.

Conceptual Framework

A conceptual framework represents the researcher's synthesis of literature on how to

explain a phenomenon. As McGagchie et al. (2001) put it The conceptual framework "set the

stage" for the presentation of the particular research question that drives the investigation being

reported based on the problem statement. The conceptual framework lies within a much broader

framework. The problem statement of a thesis presents the context and the issues that caused the

researcher to conduct the study.

INPUT PROCESS OUTPUT

EYESIGHT RIGOR TECHNICS CLASSROOM

UTILIZATION
ACTIVITIES

This conceptual paradigm shows about grade 11 STEM students in how they deal with

classroom activities and classroom performance barriers to their eyesight problem, and how they

use coping strategies to help themselves in regards with their eyesight problem.

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Input this is what the students experiencing or facing problem with their poor eyesight.

Process is the strategies to help themselves to cope up their eyesight problem.

Output is the strategies of the students conducted to be able to keep up to the classroom

activities.

Definition of Terms

Eyesight Problem- is a problem to see something clearly

Coping Strategy- an action or a thought process used in meeting a stressful or unpleasant

situation or in modifying one’s reaction to such a situation

Refractive errors - problem focusing high accurate onto the retina due to the shape of the eye.

STEM students- Science, technology, engineering and mathematics.

Future occupation: Statistician, software developer, Physician assistant, dentist, cartographer,

civil engineering and psychologist. These are the chosen respondent of the researchers.

Classroom problems – These are the conflicts and struggles that encountered by the STEM

students with eyesight problem.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This literature review presents the related literature and studies of thorough search done

by the researchers that will help to support the study.

Eyesight Problem/Condition of some Students

According to Delis (2020), Good vision is essential for students because it is constantly

used in school and it could affect their classroom performance quality but according to Fenwick

(2016) CEO of Boston Children's Hospital, almost 20% of children have refractive errors which

affect their vision. According to De Dionisio (2019), a member of American Optometric

Association and the Oregon Optometric Physicians Association, having 20/20 eyesight vision is

the ability to easily understand and to react on what is seen. Having a good visual acuity, eye

focusing, eye tracking, eye teaming, good eye-hand coordination, excellent visual perception and

comprehension is important for every teenager to have these vision skills because it is needed for

effective learning. But, if any of these visual skills are lacking or not able to function properly

the teenager must learn to adjust and cope with it. .

One of the refractive errors is when a person that has myopia has a problem with seeing

things far away. One of this is myopia or nearsightedness and one of the most common refractive

error seen in children. Another is hyperopia or farsightedness; it is the opposite of myopia which

usually uncommon in children. Another type of it is astigmatism in which usually started in

childhood and some sign and symptoms are like what other condition also. Having lazy eye is

one of the characteristics of amblyopia that mostly experience low vision in one eye but this can

be preventable if the cause is treated before turning 6 years old. Having cross-eyed is one of the

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most eye problems in students; it is called strabismus in which the eyes are misaligned. There are

also non refracted errors; one of it is glaucoma and cataract in which causes can lead to loss of

vision. When undergo treatment, it usually involves surgery (Fenwick, 2016).

A person who experience low vision has concerns about how they will live normally

without difficulty performing the daily living activities. They gave some of the most common

mechanisms for coping with eyesight problem. One of it is using contrasting colors in which

you'll able to differentiate or able to see clearly the colors that combined. Next is label

everything's important by using bold letters and stickers to easily identify the things and make it

bigger so that it'll be understandable. Seek help if possible, find a friend or support system in

some of your family or friends. Be patient too, because learning to cope with low vision is not

that simple.

As stated by Chutorian AM. (2003), Differential diagnosis in children is an acute loss

vision and acute loss of vision, this is the disease in the optic nerve and it can be go into cortical

blindness.

Retinal disorder which may be mis diagnosed as optic neuritis attach by leber

neuroretinitis, leber hereditary optic neuropathy and stargardt macular dystrophy. Retinal it can

change to neurotinitis, eventually the pseudo papilledema in leber heredity optic neuropathy it

can help differentiate the disorder from optic neuritis. Stagardt macular dystrophy, is a disorder

related to the variety of mutations, may be mis diagnosed as psychogenic visual loss due to the

early normal appearance of the retina and the loss of vision over in a period of weeks. There are

a lot of signs that are usually seen on teenagers who suffer from having difficulties in vision, like

always sitting too close to the TV, frequent eye rubbing, sensitive to lights, experiences headache

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and even tired eyes. Also, one of the main common causes of having bad eyesight is refractive

errors, which should be aware of (Mian, S. 2018).

For this study, the researchers are focusing to know on how the students face this

problem and to know the symptoms and signs they are experiencing. the low vision student is

typically one who reads print and has a corrected visual acuity of 20/70 or worse in the better

eye. Most low vision students have very poor distance vision, so this makes it difficult for them

to see the chalkboard or to gather detailed information from filmstrips, charts, or overhead

screens. These students can usually read print and gain information from pictures, charts, and

graphs when the material is up close. Each low vision student's needs are unique, but the

following suggestions may be helpful when working with a low vision student in the classroom

(Rao, 2000).

Related Studies

Eye Care for Students with Eyesight Problem

Cubillan, L. (2019) explained that the report about the result on vision of people in

Manila was focused on services for eye care and integration of PH Health system. World Health

Organization and the Philippine Eye Research Institute are planning to pushed the

comprehensive eye care service because it can help them cope their vision impairment, according

to DOH (2019), most of the Filipinos are reported from the Vision in World Health Report that

2.2 billion people experiencing visual impairment.

Mueller (2019) mentioned that almost billion people suffers from eyesight problem and it

can be treated by learning how to know the way the things on we should do. According to the

Philippine Eye Disease (2018), one of the main cause of vision problem here in the Philippines is

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having Cataract and myopia. One of the strategies of government to prevent eye diseases among

Filipinos are the mandatory eye screening signed by the President Duterte, it is monitored by

National Vision Screening Program with the DOH and DepEd in which they screen all student’s

eyesight capacity for them to detect refractive errors.

Uy, M. (2018) the head of DOH's prevention of Blindness Program explained that they

are working to include eye care in the coverage of health services. She said that having visual

impairment with the student really affects their performance, not just in school but also how they

learned to manage their selves to cope with it. She also added that the number of

ophthalmologists here in the Philippines is insufficient so they are working on it to include eye

care services to governmental hospitals.

Based on Montemayor, T. (2019) on an article about excessive use of gadget that can risk

to low vision, she interviewed one teenager who suffers from nearsightedness, because of

computer and they decided him to wear eyeglasses and less use of technology. Gonzales, A.

(2018), an ophthalmologist said that 29% of Filipinos teenagers suffers from myopia because of

frequent mobile use, excessive reading etc. It is also mentioned by Marquez (2018) an

optometrist, she focused on the bad effects in eyesight if it is abuse. She also said that most

teenager today have eyesight problem, she advised that it is better to lessen the use of gadget.

Mohammed (2018) said that it is good to take supplements that have lutein, Vitamin A, C, E and

antioxidants because it can help the person who has eyesight problem to ito improve vision.

Ramos explained that blurred eyes or low vision can be caused by various causes such as

eye damage, infection, sun exposure and so on. In his study, he mentioned some practical ways

to prevent blurred vision, one of those are checkup regularly, keep the glass or contact lens clean,

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keep your eye-care equipment clean and follow the doctor's advice on how to clean it, give the

eyes a rest because eye fatigue and blurred vision may also happen. (Ramos, D. 2018)

Dr. Pierce, an Ophthalmologist said that if you experiencing a blurry vision, you have to

get enough sleep. Lack of sleep and excessive fatigue directly affect the eyesight. Avoid focusing

more than 30 minutes on the TV, computer or cell phone screen. Before going to bed, don't

watch TV 30 minutes before. Better to take Vitamins B1, C and E, Selenium, Zinc, Lutein,

Calcium, Folic acid, Omega-3 fatty acids, Beta carotene, Zeaxanthin. Most of these are also

obtained by eating vegetables and protein (Pierce, 2018). Cabello (2016) stated that the DOH

announced that 10% of children in grade school have an eyesight problem and mostly of the

cases was not detected until the conditions had grown bad enough. The eye problem in young

ones brought to public attention once again because most of the people nowadays in this

generation were exposed to new technology. So, an eye inspection would be spearheaded again

among students by the DOH but those children who don't have eye problems are may look this as

just a minor concern.

Freeman (2016) said that eye problems in students is a concern not only for parents but

for the government as well because it could determine whether the future of that students are

bright or dim so it is necessary to get the attention of everyone and those qualified eye

professional to give care and help those children.

According to Bargar (2017) an MD, a survey that released by the Vision Council of

America (VCA) found that only 6% of parents recognize that vision problems can lead to

difficulties in school for students.

Coping Strategy of a Person with Eyesight Problem

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 According to Alexendria (2020) The eyesight problem, people experience difficulty

performing the activities of daily lives. Some of the most common coping mechanisms of a

person who experience low vision or eyesight problem have concerns about how they will live

normally without difficulty performing the daily living activities. One of it is using contrasting

colors in which you'll able to differentiate or able to see clearly the colors that combined. Next is

label everything's important by using bold letters and stickers to easily identify the things and

make it more bigger so that it'll be understandable. Seek help if possible, find a friend or support

system in some of the family or friends. Be patient too, learning to cope with low vision is not

that simple.

On the other hand, Barnstein (2020) an ophthalmologist stated that low vision is the

term used to describe reduced eyesight-either blurred vision (usually 20/70 or worse) or an

incomplete field of view-that cannot be fully corrected with eyeglasses, contact lenses or eye

surgery. A person with low vision is not blind: they have some useful sight. But the degree of

their low vision is can make daily task, such as reading and driving, difficult or impossible.

Not being to drive safely, and quickly, or easily see image on an television or computer

screen can cause people with low vision to feel shut off from the world. They may be unable to

get around town independently, earn living or even shop for food and other necessities. Some

visually impaired people become completely dependent on friends and relatives, while other

suffer alone. Thankfully, in many cases, people with impaired vision can be led by low vision

devices, which include eyeglasses-mounted magnifiers, handheld magnifiers and telescope, and

standalone magnifiers. There are many ingenious low vision devices and strategies that can help

visually- impaired individuals get the most out of their remaining sight and in many cases,

continue to live independently. If you have hazy or blurred vision, light sensitively, loss of

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peripheral vision, night blindness a need for more light before, unusual floaters or spots, or

difficulty reading-your first step is to see an eye care professional for a complete exam.

A matter of fact, Petsche (2020) explained that age related eye disease most often is

chronic; there are many ways to compensate for deficits and make the most of remaining vision.

Practical strategies for empowering the relative and ensure regular exams by an eye care

professional, and accompany the person to appointments. Encourage the students to take an

active role in their treatment. Ensure adequate lightning in every room, distributing it as evenly

as possible. Devote special attention to task lighting- swing lamps, for example - and lighting in

dark spaces such as closets and stairwells. Outdoors, install sensor lights that illuminate

walkways and entrances.

Rai (2019) a people with low vision and blindness use multiple strategies were associated

with a better general functioning and better psychological. Longitudinal studies exploring the

evolution of coping strategies of people with visual disability to help them to improve their

understanding to the relation between coping and the issues.

Stevelink et. Al (2015) stated that the coping strategies done by the person who have

eyesight problem varied from their new skills and how they learned to integrate the use of low

vision aids in their daily routine and other things they do in life. He also added that all the people

around the person with poor eyesight have to be aware that poor eyesight has to be aware that

their struggle is continuously happening.

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Gaps Bridged by the Present Study

There have been many studies in the Philippines and other countries about the techniques

utilization of overcoming eyesight rigor but the previous study emphasized the negative

experienced of the students in classroom activities and the factors affecting there self-

improvement. This study will identify the strategies of students in coping up to the eyesight

problem they’ve encountered whenever there are classroom activities

CHAPTER 3

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 Research Methodology

This chapter outlines the overall strategy of the study to integrate the components that

will support the reliability, relevantly and validity. Cormack (1996) said that the research design

is the major methodological thrust of the study.

It is influenced by the research questions, the aim and objectives of the selection of this study

(Brink, 1999).

Research Design

This study used and supports Qualitative-Phenomenology research design because it seeks to

gain an understanding of reasons and insights of the choose respondents of some senior high

school students in Congressional Integrated high school on what are the coping strategies they

did to cope up with having an eyesight problem. Phenomenology is an approach to qualitative

research that focuses on the commonality of a lived experience within a particular group. The

fundamental goal of the approach is to arrive at a description of the nature of the particular

phenomenon (Creswell, 2013). This method would help the researchers dive deeper into the

problem.

Research Sampling

This study used a purposive sampling because the researchers select respondent based on

the judgment and information this study needs. Purposive sampling (also known as judgment,

selective or subjective sampling) is a sampling technique in which researcher relies on his or her

own judgment when choosing members of population to participate in the study (Dubovskiy,

2019).

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 According to Ma. Dolores C. Tongco (2017) the purposive sampling technique is a type

of non-probability sampling that is most effective when one needs to study a certain cultural

domain with knowledgeable experts within. Purposive sampling may also be used with both

qualitative and quantitative re- search techniques.

Research Tool

To gather the needed information of this study, the researcher used interview protocol to

collect the data needed to this study. The questions in interview are connected to the statement of

the problem. Researchers is going to ask the following questions to the selected respondents.

1. What are your experiences with the following classroom activities in the midst of having

eyesight problem?

A. Class Discussion

B. Class Reporting

C. Class Recitation

D. By group and individual class participation

2. Which of the following given classroom performance is you find more difficult to handle

because of your eyesight problem?

3. How do you deal with the difficulties you encounter in the class regardless of your eyesight

problem?

Analysis of Data

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 Out of twenty (20) open-ended survey questionnaires distributed, only fifteen (15)

completed questionnaires were answered base from analyzing the results. The researchers

experienced difficulties to find the chosen respondents because their class time is different and

almost of them are busy, but they still get the data from the STEM students, this study supports

the Purposive sampling and phenomenological approach so the researcher assumed that not all

students have eyesight problem so they selected fifteen (15) informants in different sections in

grade 11 STEM strand in Congressional Integrated High School that have eyesight problem.

The thematic analysis was used to identify the experiences, view and opinions of the

respondents. The inductive approach is appropriate for this study because it allows the data to

determine the themes needed.

CHAPTER 4

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 Presentation, Analysis and Interpretation of Data

Introduction

This chapter reviews the results and analysis of the study and the compilation of the

questionnaire and the results and analysis. The overall answers of the chosen respondents in

STEM strand are collected and obtained. The purpose of this study is to know and understand the

experiences of students with eyesight problem and the coping strategies they do to keep up with

their classroom performance and classroom activities. In this chapter, it comprises all the

analysis, interpretation and findings.

This part of the chapter presents the finding and analysis of data that the researchers

collected from the individual answers of coping strategies by the STEM students who

experienced eyesight problem. The interviewee explained the different coping strategies that they

do to help themselves to cope up their eyesight problem so that’s why they can keep up to the

class activities and class performance.

The data collected from one on one interviews will be filtered to get the significant

statements which compromised horizonalization of the study. The researchers compiled the

significant statements which are presented below.

Significant Statements of the Students in STEM strand who have Eyesight Problem and

their Coping Strategies to deal with it.

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1. Can’t see clearly what’s written on the board

2. Lack of concentration about the lesson

3. Lack of confidence when answering the question.

4. Hard to accomplish the given task

5. I disturb some of my classmates.

6. Blurry images and text that causes headache

7. Difficult to keep up with the discussion

8. Nothing much problem.

9. Going in the front of the class.

10. Copying the notes of my classmates.

11. Took a pictures of lessons and lectures

12. More on listening.

13. Depends upon the given task but still fine.

14. I can handle the discussion.

15. Asking my teacher if what’s on the board

The overall significant statements that the researchers got from the answers of the

interviewee were grouped and the themes were derived based on the research problem which is

the coping strategies of STEM students’ inspirer of having an eyesight problem. The researcher

categorized the themes into 4 theme clusters focusing on two theme groups which answered the

two central questions of the study. The following in Table 2 gives the summary of the categories

of cluster themes arising from the significant statements and their relative ideas.

Five (4) Clusters Categorized Into Textural and Structural Themes

Textural Themes

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Theme 1: Challenges in Reading

 Difficulties to see the clarity of words

 Unclear images

Theme 2: Burdensome in Chalk Talk

 Uneasy to focus

 Lack of confidence

 Difficulties to cope up with the discussion

Structural Themes

Theme 3: Seeking help to others

 Asking help to seatmate

 Ask clarification to teacher

Theme 4: Self Strategies

 Transferring seats

 Taking pictures of the lecture

Listening to the discussion

1) The participant’s common problems encountered because of having an Eyesight Problem.

Theme 1: Challenges in reading The challenges in reading are mostly experienced by the

students who have difficulty or having a hard time seeing the text and written words. It affects

the performance of a student in classroom discussion. Most of the participants can’t follow the

flow of the discussion because they can’t see clearly what’s on the board or power point.

“I can’t see clearly what’s on the whiteboard.” (S10)

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 “ Hard to see the lecture.” (S11)

“Blurry images and text, mostly in last row too small text.” (S4)

“When there’s class reporting, it’s hard to see what’s on the power point/visual aids.”

(R5)

“ Hard to accomplish the given task that is written in the board.” (S1)

“I am having a hard time to read.” (S13)

“ I have difficulties on writing notes.” (S6)

Theme 2: Burdensome in Chalk Talk it’s understandable that if the person can’t see clearly what

is going on, it affects his/her focus. Participants experienced difficulties in terms of focusing to

the classroom participation.

“ Lack of concentration.” (S1)

“ Lack of confidence to answer what was asked by the teacher.” (S14)

“ Difficult to keep up with the discussion.” (S13)

2) Participant’s coping strategies that helped them to cope up with Eyesight Problem.

Theme 3: Seek help to others actions where a person ask help to others to overcome the problem.

Some of the participants asked help to their classmates for them to keep up with the discussion.

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 “ I disturb my classmates when there are by-group and individual task because I often

ask questions about the instructions of the given activities.” (S6)

“ Im asking my teacher about the lesson written on the board. “ (S4)

Theme 4: Self Strategies There are things that students do to help themselves to overcome their

eyesight problem. They have their own strategies to cope up with it so that they’ll able to keep

up with the classroom activities.

“I am the one who find ways like going in the front of the class to see the lecture or what

so ever.” (S6)

“I use my phone to take clearer view of the lesson.” (S3)

“ I just used my ‘hearing’ because I can’t use my eyes for studying.” (S10)

Textural Description

As presented above, there are 2 predominant themes that combined based by the overall

answers of the respondents. These are the struggles that experienced by the participants; Theme

1: Problem in reading, Theme 2: Burdensome in chalk talk, Theme 3: Seek helps to others,

Theme 4: Self strategies. In these themes, the researchers revealed that the common problems

encountered by the Stem students with eyesight problem are almost similar to each other.

The researchers found out that some of the students in STEM strand are have similarities

in their experiences of having an eyesight problem. These are the common problems they’ve

encountered when there are classroom activities. One of the informants said that because of

having an eyesight problem, it affects her/his self-concentration and confidence because when

24
there are activities, that person can’t perform well. Some of the time, they can’t concentrate to

the class discussion, reporting and other activities they do in the class.

Some informants said that they also interrupt or disturb some of their classmates just to

ask if they can help them see or say what’s on the board, they can’t focus and concentrate

because of their eyesight problem. This just means that they are really having a hard time to keep

pace their duties in school.

Structural Description

There are 2 themes linked to structural themes. It answers the coping strategies of the

participants on how they cope up with their eyesight problem. These are the themes; Theme 3:

Seeking help to others, Theme 4: Self strategies. Some of the informants do the same techniques

to help themselves even though they have poor eyesight. Some of them answered that most of

the time; they’ll go in the front of the class to see clearly the lectures, they also do copying the

notes of their seatmates, sometimes they also ask their teachers about the previous lesson

because they weren’t able to keep up with the previous discussion. They also take pictures of the

written lessons so that they could just look at it and make it easier to copy.

Interpretation of Data

The common problem of the students with eyesight problem are difficulty in seeing

clearly the lesson on the board and PowerPoint, lack of confidence to answer the questions of the

teachers and uneasy to focus to the discussion. But, the students have their ways to cope up with

their eyesight problem: seating in the front of the class, asking clarification to their teachers,

taking pictures to the lectures and copying notes to their classmates. Respondents say that they

can’t see what’s on the board that’s the reason why they copying the notes of their classmates

25
and taking picture to the lectures. Some of the respondents stated they are losing confident to

answers the question of the teacher in class recitation. That’s the reason why students should take

care of their eyesight. The participants cope up with this problem by asking help to other and by

doing their own strategies.

CHAPTER 5

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 Summary, Conclusion and Recommendation

This chapter would show the brief presentation of the whole study about coping

Strategies of Grade 11-STEM students with eyesight problem in Congressional Integrated High

School. This study wants to know the coping strategies of the grade 11-STEM students, also the

researcher aim to enlighten the readers on the importance of health eyesight and how the

eyesight problem affects the performance of a student. The researcher’s wants to know it affects

the personality of a person with eyesight problem and educate them on how they can cope up

with this problem. In this study researchers used phenomenological research design.

To solve the general problem of this study, the researchers gathered data by the answers

of the respondents to the following questions:

1. What are the classroom problems encountered by the students with eyesight problem?

The Two (2) Themes is about the problems afeecting the classroom performance of

students with eyesight problem. Theme 1 is focusing to the challenges in reading of the

STEM students cause by their eyesight problem. Theme 2 is about the problem in focusing

to the class discussion and lacking of confidence to answer the questions given by their

teachers.

2. How do the students cope with the classroom problems they have encountered?

There are Two (2) emerging themes about how the cope with the classroom problems they

have encountered. Theme 3 is about the strategies they do by the help of their teachers and

classmates. Theme 4 is about the strategies they do by themselves.

Conclusion

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 The researcher came up with the conclusion base to the emerging themes in chapter 4

which is identify by textual and structural:

1. Even if the 11-STEM students with eyesight problem are doing their best to perform

inside the class they are experiencing difficulties in reading, focusing and losing

confidence to answer.

2. Regards to the difficulties 11-STEM students experiencing because of their eyesight

problem they have ways to overcome with it. The following are the actions they take:

Asking help to their seatmates, going to the front, taking pictures and asking for

clarification to their teachers.

Recommendation

The researchers considered the findings and conclusion of the study, then come up with this

recommendation by looking forward to the action and offing directions.

 The researcher’s choose to recommend this study for the future researchers to

continue the study for it aims to share knowledge and understand that the students

who have eyesight problem has different coping strategies to deal with it.

 It would also help them to expand and add new learning’s so that everyone would

get benefit for this study. The future researcher could also change the scope and

limitation of the study so that it would explore and discover more something

that’s not included in this study.

REFERENCES

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Stevelink, S.A.M., Malcolm, (2015). E.M. & Fear, N.T. Visual impairment, coping strategies

and impact on daily life: a qualitative study among working-age UK ex-service personnel. BMC

Public Health 15,1118 https://doi.org/10.1186/s12889-015-2455-1

Ruderman (2017) A workout for your eyes. Retrieved from https://www.zeiss.com/vision-

care/int/better-vision/health-prevention/a-workout-for-your-eyes-.html

Heiting, G. (2017).Vision problems of school-age children: All About Vision Retrieved from

https://www.allaboutvision.com/parents/schoolage.htm

Rai, P. et. Al (2019) Coping strategy in persons with low vision or blindness – an exploratory

study. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6498927/

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https://www.bostonglobe.com/opinion/2016/02/18/new-vision-for-boston-children-

hospital/qLti9cjJ8NcSaNd6k91CsK/story.html

Kabagani, L. (2019) DOH, Experts bat for Better Eye Care Services; PNA Retrieved from

https://www.pna.gov.ph/articles/1085248

Department of Health (06 AUGUST 2017) PUBLIC TOLD: PROTECT YOUR EYES FROM

BLINDNESS – DOH PRESS RELEASE. Retrieved from https://www.doh.gov.ph/node/10735

Pierce, S. et. Al (2020) Minimizing Vision Problems in College: A Student’s Guide to Eye

Health and Wellness. Retrieved from https;//www.affordablecollegesonline.org/college-resource-

center/college-vision-problems/

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National Library of Medicine (2017) Eye Care Retrieved from.

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RETRIEVED FROM https://pia.gov.ph/news/articles/1029742

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Chutorian (2003) “Acute loss of vision in children” Retrieved from

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APPENDIX A.

Name: (Optional)

Section:

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Kindly please answer the following questions.

1. What are your experiences with the following classroom activities in the midst of having

eyesight problem?

A. Class Discussion

B. Class Reporting

C. Class Recitation

D. By group and individual class participation

2. Which of the following given classroom performance is you find more difficult to handle

because of your eyesight problem?

3. How do you deal with the difficulties you encounter in the class regardless of your eyesight

problem?

APPENDIX B.

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