GROUP 4 Chapter 1 To 5 With Appendices

NASUGBU EAST SENIOR HIGH SCHOOL
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Poor eyesight has enormous and far-reaching ramifications for
many aspects of life, including health, economic growth, and
sustainable development. The social and scholastic success of a kid or
youth, as well as improved health throughout their lifetime, can be
attributed to the proper maintenance and care of their eye and vision
health. It is estimated that 596 million people around the world have P
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problems with their distance vision, 43 million of them are completely A
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blind. Another 510 million people had uncorrected problems with their T
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near vision, which was almost definitely caused by the fact that they did C
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not get their vision examined and prescribed glasses. The vast majority L
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of persons afflicted, ninety percent, live in countries with low or E
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moderate levels of income (LMICs). On the other hand, it is reassuring to E
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realize that more than 90 percent of people who have vision impairment R
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have a reason that may be avoided or treated with the use of H
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contemporary remedies that are remarkably inexpensive. Eye conditions
impact people of all ages, but children, teenagers, and older people are
most vulnerable to their effects. Importantly, women, rural
communities, and ethnic minority companies are more likely to have
vision impairment; this widespread inequity needs to be addressed.
Women have a higher risk of having vision impairment than men do. It
is anticipated that by the year 2050, population aging, development, and
urbanization will have caused there to be 895 million people with
impairments in distant creative and prescient ability, with 61 million of
those people being blind (Burton, 2020). Poor vision is prevalent in
school-aged students, especially in East Asia. This can not only cause
irreversible physical health impairments like glaucoma and cataracts,

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but also the loss of individual education and employment opportunities R
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and deterioration of the quality of life. Poor vision was positively C
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associated with mathematics academic achievements, while vision-
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related risk behaviors such as screen time, homework time and reading L
in bed were associated with a high prevalence of poor vision in R

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compulsory education cycle students (Wang, 2020). S
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Vision is the most important aspect in learning and education, for R
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about two million children suffer from uncorrected refractive errors each H
year in the United States. So it can be concluded that visual 2
disabilities have the most effect on learning rather than other

sensory organ’s disabilities. This means that there is a difficulty in
reading, writing or any other daily activities (Hodes, 2014). According to
Bahar (2015), visually impaired students may have matching problems
and different muscle and motor development rather than normal sight
people. There are some solutions that can recover or reduce visual
impairments with glasses, contact lenses, or operation, but that is
limited. Visual aids don’t fully help visually impaired people, all the time
or not everybody has a chance to get an eye operation (age-related or
monetary reasons). In fact, unless people get an operation, visual
impairment may not be reduced or prevented by using contact lenses or
glasses. Besides, the problem can increase. Related to this very problem,
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(Bahar, 2015) says that visual impairment has a significant place in the R
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classrooms. This is the reason why teachers have a responsibility to C
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provide a suitable physical atmosphere for their students.
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In the Philippines, visual impairment is often found in many L
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students. In accordance with the findings of Dr. Leo Cubillan, the E
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director of the Philippine Eye Research Institute (PERI) of the National E
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Institutes of Health at the University of the Philippines-Manila, ten (10) R
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percent of students of kindergarten-aged Filipino learners are affected H
by visual impairment. Cubillan stated that four (4) students in every 2
class of forty (40) are affected by vision issues during the 2018
Philippine National Blindness Survey and Eye Disease Study carried out
by PERI. Their findings showed that one (1) of them may have amblyopia
or lazy eye, while the other three (3) are caused by refraction error or
myopia (nearsightedness). Their study revealed that blindness and
vision impairment are among the biggest problems in the nation. Among
1.98 million affected Filipinos, 1.1 million have cataracts, and 400,000
have uncorrected myopia or refraction errors, 200,000 people have
maculopathy, 300,000 people have glaucoma (Montemayor, 2020).
Moreover, Children who have vision impairment were significantly
affected which affected their families and caregivers. It has impacted the
child’s growth, their quality of life, education, and care they receive from
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their families and medical professionals (Buño II & Monzon-Pajarillo, R
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2020). Their findings revealed that children with visual impairment take C
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fewer activities with their peers. Children with visual impairment found
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it challenging to participate in age-appropriate social activities with their L
peers due to limitations on their mobility and independence. Buño II R

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and Monzon-Pajarillo wrote that children with visual impairment had S
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lower scores in competence and personality compared to other children
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their age. Finally, they concluded that visual impairment has caused H
negative effects to children aged from 3-7 years old.

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In Nasugbu East Senior High School, poor eyesight is one of the
concerns that students face, and it plagues them in some classroom or
school activities. There are numerous students wearing eyeglasses due
to poor eyesight inside the school, as well as students who have poor
eyesight but are not wearing eyeglasses, causing them to struggle more
in viewing visuals inside the classrooms or even inside the campus. It is
taken into account that if a student with poor eyesight have struggles in
relations to his/her academic performance, then wouldn't that same
struggle also apply to many students with poor eyesight as well in
accordance to their performance in school? With this problem that
learners are facing it is advisable to take action and find a solution for
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the problems of the students of Nasugbu Senior High School with poor R
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eyesight. C
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Such poor eyesight in relation to academic performance problems C
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faced by the students includes the inability to keep up with the study or L
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questions written or presented on the board, or screen in front of them; E
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misspelling words and misspeaking written words; unable to E
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understand the lessons due to poor eyesight causing the words on the R
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screen/board to be blurry and jumble. While the problems of the H
student’s poor eyesight in Nasugbu East Senior High School can 2

affect their grades, hence can also affect the school's quality of
education. 6
The Republic Act 11358, also known as ‘’The National Vision
Screening Act”, in line with the policy that the state must protect and
promote the right to health of the people and instill health
consciousness among them, the State shall endeavor to promote every
Filipino’s full potential through good vision by creating ways and means
to address vision problems among children. Towards this end, this law
establishes a program - National Vision Screening Program (NVSP)
under the Department of Education (DepEd) which the intended to
screen the eye vision of kindergarten students and identify eye problems
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at early childhood. Trained teachers and health personnel will be tapped A
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to identify students with possible vision problems. The law mandates T
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DepEd to administer the program to all those in kindergarten levels of C
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public schools. A vision screening kit that contains chart with symbols L
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or numbers, occludes and transparent response key will be provided. E
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In coordination with the Department of Health (DOH) and the
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Philippine Eye Research Institute (PERI), the concerned agencies may C
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recommend new modes or methods of vision screening based on trends
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and developments. The agencies shall also develop a system of
referral and corrective measures for kindergarten pupils who are
suspected or diagnosed to have possible eye ailments.
In lieu of the foregoing premises, this research will assess and
determine the performance level of learners with poor eyesight in
Nasugbu East Senior High School, School Year 2022-2023.
Statement of the Problem
This study will assess and determine the performance level of
learners with poor eyesight of poor eyesight in Nasugbu East Senior
High School, School Year 2022-2023. 7

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Specifically, the study will seek to answer the following questions. A
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1. What is the performance level of respondents with poor I
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eyesight in relation to: A
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1.1 reading; and
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1.2 writing? S
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2. What are the common factors affecting visual A
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impairment of learners? C
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3. Based on the results of the study, what classroom
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strategic plan can be proposed to help learners with
visual impairments?
Significance of the Study
The results and findings of the study are deemed beneficial and
helpful to the following:
School Administrators. The findings from the study will give the
administrators an insight about how visual impairment may affect the
level of performances of the learners with poor eyesight, thus, may find
ways on how the school may assist the learners regarding to that certain
problem. The school administration may also find the result of the study
as useful basis for forthcoming programs for the students’ betterment. 8

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Faculty and Staff. The study can be well in accordance to the A
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teachers and school staffs as of involving them in the study in purpose T
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of aiding Nasugbu East Senior High School students with poor eyesight C
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by taking into account their perceptions and observations in organizing L
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their students with poor eyesight and their discussion about it. Thus, E
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teachers can make necessary intervention. E
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Students. The Nasugbu East Senior High School students with C
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poor eyesight are the sole focus of the study. Through setting
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questionnaires and surveys, the researchers will be able to gather
data regarding their academic struggles. Results and findings will be

of use to set as actions that will be taken and to provide assistance to
these affected students.
Researchers. The information and insights to be gained in the
course of the study will help the researcher to find resolution on the
said problem as it will provide some sample possibilities on what
activities, systems, or programs should be implemented to resolve the
problem.
Future Researchers. This research study will be useful reference
and evidence-based data for the future researchers who intend to make
research related to this study. The study will also provide information
that may result to the improvements of their research related to this P

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study. A
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9
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Scope and Limitations L
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The study will assess the performance level of learners with visual E
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impairment in Nasugbu East Senior High School, School Year 2022- E
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2023. There will be a total of 149 learner-respondents from 30 sections. R
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In which, 27 learners are from Technical-Vocational-Livelihood (TVL) H
strand, 66 learners from Humanities and Social Sciences (HUMSS), 2
35 learners from Accountancy, Business and Management (ABM)

and 21 learners from Science, Technology, Engineering and
Mathematics (STEM) strand, respondents with poor eyesight from
different strands.
The study will evaluate how poor eyesight can affect the level of
academic performances of the respondents in relation to reading,
writing, and speaking. Additionally, the factors affecting visual
impairments of learners will be examined in the study as well as the
possible strategic plans and school’s practices that can help in
respondents’ learning development and progress.
Meanwhile, on the process of gathering data necessary in this
study, the respondents will be asked to answer the survey questionnaire P

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in which the willingness and availability of the respondents will be taken A
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into consideration.
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Definition of Terms S
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These are the conceptual and operational definitions of the A
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following terms used in this study: C
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Poor Eyesight. This term refers to the loss of vision that cannot
2
be treated with glasses, contacts, or surgery. Since some sight is
still present, it is not blindness. Blind spots, poor night vision, and
blurry vision are all symptoms of poor eyesight. The main causes are
age-related macular degeneration, glaucoma, and diabetes
(my.clevelandclinic.org, 2020). As used as the context of the study, this
is the topic that need to be study and to know how poor eyesight affect
student's performances.
Visual Impairment. This term refers to a person’s eyesight
cannot be corrected to a normal level. It may be caused by a loss of
visual acuity, where eye does not see objects as clearly as usual
(ophthalmology.pitt.edu, 2022). In the context of the study, this is the
factor that is experiencing by the respondents of the study.
Performance Level. This term refers to define the ability of safety- P

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related parts of control systems to perform a safety function under A
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foreseeable conditions (keyence.com, 2022). In the study, performance T
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in academics is the measurement of student achievement across various C
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academic subjects. Teachers and education officials typically assess
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achievement through classroom performance, graduation rates, and E
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standardized test results. 11
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Learners. This term refers to a person who is learning something C
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new via studying, practicing, or receiving instruction. a mature student
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(theelearning.com, 2021). In this study, learners are the
respondents, and they will be investigated.

Reading. This term refers to the process that involves recognizing
words, leading to the development of comprehension (study.com, 2022).
In the study, the researchers will determine the effects of poor eyesight
on student's reading.
Writing. The activity or skill of marking coherent words on paper
and composing text (philnews.ph, 2020). In the study, it is one of those
aspects in learning that will be evaluated as it can be affected by poor
eyesight.
In the context of the study, it is one of those aspects in learning
that will be evaluated as it can be affected by poor eyesight.

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Vision. The special sense by which the qualities of an object (such A
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as color, luminosity, shape, and size) constituting its appearance are T
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perceived through a process in which light rays entering the eye are C
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transformed by the retina into electrical signals that are transmitted to L
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the brain via the optic nerve (merriamwebster.com, 2022). In the study, E
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vision one of the factors that being studied as the researchers will E
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assess the performance level of learners with poor eyesight. R
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CHAPTER 2
2
REVIEW OF RELATED LITERATURE
This chapter discusses the literature that relates to the proposed
study. These are thematically discussed to give a better understanding
of the study. The theoretical framework, conceptual framework, and
research simulacrum are also included which give directions to the
study.
Poor Eyesight
Vision impairment results in significant direct and indirect costs
and has the potential to impact nearly every aspect of an individual’s
life. It impacts more than a person’s ability to see well. It has a huge
impact on the lives of those affected as well as their families, friends,
and society. The loss of eyesight or its degradation can be terrifying and P
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stressful, prompting people affected to question their ability to preserve A
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their independence, pay for necessary medical treatment, continue jobs,
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and support themselves. The health effects of vision impairment extend A
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far beyond the eye and visual system. Vision impairment can have a
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negative impact on a person’s quality of life (QOL), independence, and E
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mobility, and has been associated with falls, injuries, and a decline in
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mental health, cognition, social function, employment, and educational C
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attainment. Loss of vision impacts patients’ capacity to work or care for
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themselves (or others), as well as their participation in a variety of
recreational activities, including reading, socializing, and pursuing
hobbies (Brown et al., 2014).
In recent years, a growing number of studies on persons with
disabilities in general and those with visual impairments, in particular,
have appeared in the Turkish education literature. However, the number
of research is still below the needed level. In 2016, one of the most
renowned conferences, the 12th National Congress of Science and
Mathematics Education, was held in Turkey, and only four
presentations relevant to students with visual impairments were given
out of a total of one thousand. Considering there are 253 million
persons with vision impairments in the globe, it is imperative that these

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individuals have equal access to education, necessitating multiple A
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access points (The World Health Organization [WHO], 2017). T
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Cabello (2016), states in her article that 10% of children in A
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elementary school have bad eyesight or problems with their eyes. Many
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people don’t know they have it until their condition gets worse. Krista E
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says that a child’s eye problems make it hard for them to learn and get
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along with other people. It hurts students’ ability to learn and get along C
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with other people.
2
Moreover, according to the research done by the UC Davis
Health System Eye Care (2013), they found that individuals with
poor eyesight and those with an uncorrected refractive error are those
who could benefit from glasses to achieve normal vision but more likely
to lose their balance with their eyes closes on a soft foam surface than
people who have a normal vision.
From the date of The Social and Economic Impact of Poor
Vision (2012), Vision impairment can have a substantial effect on
educational achievement, work opportunities, economic engagement,
and the health of the elderly, all of which are negatively affected. 80
percent of what children learn is obtained through the visual processing
of information, according to this study. For children to be able to learn,
it is essential that they have a clear and comfortable vision. Vision

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issues can impair comprehension and performance in reading and A
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writing, which account for approximately four hours of the usual school T
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day. The definition of good vision must be revised to meet the changing C
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demands of the learning environment in the 21st century, which are L
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influenced by the increasing popularity and use of computers, E
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smartphones, and gaming consoles among children and adolescents. E
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Screening should also discover near-vision impairments and other vision R
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disorders that impede a child’s ability to read, learn, and succeed in H
school. Vision care should be a top focus during these formative 2
years.
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Performance Level of Learners with Poor Eyesight
The number of children, who are blind and visually impaired and
are educated in general education classrooms is now increasing. De Vier
and Ek (2014) and Koelher and Wild (2019) found that more than half of
the students with visual impairment performed at the grade level or
above, regardless of the quality and the level of support they’ve got.
Students were receiving instruction that was based on standards in
inclusive classrooms. This research also emphasized worrying

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circumstances. Koehler and Wild (2019) explained how instructional R
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techniques are delivered to students with visual impairment in general C
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academic topic classes by surveying the 51 specialist teachers for I
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visually impaired students. Although most of these children were A
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physically present in the same setting as their peers without disabilities, R
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the study found that engagement in class, particularly in science S
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experiments, was low. Along with Science, similar difficulties were A
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present in the field of Physical Education as well. As indicated by C
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Haegele and Zhu (2017), many students were left out and did not take
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part in events. It was also shown that students with visual
impairments lacked options for taking college-level courses. Koehler

and Wild (2019) mentioned, as one example, the low percentage of
students with visual impairment. Concerned about impairment enrolling
in AP, Science classes, it’s possible that visually impaired pupils are not
given the same possibilities as sighted students to study some courses
at a higher level, like science, in general, education classrooms.
When assessing potential obstacles to the successful inclusion of
children with visual impairment, there are issues with general education
instruction, the use of resources in the classroom, and the organization
and speed of activities that can obstruct academic and social
achievement. In spite of the usage of assistive technologies, children
with visual impairment may still have trouble reading information on

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the smart board or blackboard (Kalloniatis & Johnston, 1994; Opie, A
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2018). Moreover, according to the research on the perspectives of T
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students with visual impairment by Jessup et al. (2017), even though C
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high school-aged students had some pleasant experiences, one-third of L
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them were dissatisfied with their social connections. According to E
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qualitative studies by Whitburn (2014), De Verdier and Ek (2014), and E
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Opie et al. (2017), children with visual impairment are constantly R
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pressured to adapt and prove their talents to instructors and classmates H
by trying to thrive academically or socially. Those kids who 2

struggled in school either vented their resentment and frustration to
their teachers or stopped caring about learning.
Reading 17
According to Ramani, Krishna Kumar et al. (2014), children with
low vision have poorer reading performance due to slower reading speed
and accuracy. They read slower and with less accuracy than sighted
children. In one study published in the Journal Optometry and Vision
Science (2018), it was discovered that visual performance was
significantly related to reading performance among 90 kindergartners
and 91 first graders from a middle-class, suburban school in Cleveland,
Ohio. Because tasks involving rapid and repeated changes in P

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accommodation are not common in kindergarten, and print size A
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decreases with age, the study determined that an accommodative facility
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was predictive of successful reading performance in 7-year-olds and first A
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graders. It went on to say that "good visual and visual perceptual skills
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are significantly related to whether a child will demonstrate successful E
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or reduced reading performance."
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Additionally, according to Calub (2014), students with vision C
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deficiency would so often exhibit indicators of poor and slow reading
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comprehension and have difficulties in keeping pace with homework
and activities in class, caused by poor eyesight that results in their

misunderstanding or confusing written words with indistinguishable
looking words.
Writing 18
Students with poor eyesight struggle in reading texts from books,
the board, or from the screen. Some may struggle to identify their own
writing. In a study conducted by Kabeto (2015), he mentioned that
paper with larger grid lines and thicker-tipped pens will be better suited
for students affected by poor eyesight. Due to difficulties in
comprehending the texts, students would require a specific posture that
may often lead to physical discomfort. In a study written by Nasiforo
(2015), she cited a statement from Baraka (2013) where he mentioned P

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that students affected by poor vision may take longer time in writing A
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down notes of the lectures written on the board or shown on a screen.
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She added that students may struggle to understand a diagram or a A
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new vocabulary unless given an oral description or further explanation.
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She also mentioned that students may choose to have a note-taker or be E
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allowed to record the lessons. There are different activities that will be
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done at school. And these activities usually require the use of eyesight. C
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In an article by Evans & Piggott (2018), they suggested that poor
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eyesight may lead to poor hand-eye coordination. As the students
are affected by poor eyesight, they may tend to lose their place while
reading and writing incorrectly.
In an article published by Mischio (2013), he mentioned that
handwriting and compositional abilities are a must in writing. As vision
is required to lead the hand in writing, this may result in a problem for
a student affected by poor eyesight. He added that one can see in
handwriting where the student momentarily stopped to look. 19
As stated in The Social and Economic Impact of Poor Vision
(2012), poor eyesight can have a substantial negative influence on
scholastic performance, work possibilities, economic engagement, and
health in later life. According to this study, 80% of what children learn P
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is retained through the processing of information visually. To ensure A
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that children can learn, it is essential that their vision is clear and
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comfortable. Vision issues can negatively impact comprehension and A
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performance in reading and writing, which make up close to three-
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quarters of an average school day. E
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Factors Affecting Poor Eyesight A
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There are several factors affecting poor eyesight. According to Lim H
et al. (2017), vision, a critical way in which we process the world

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around us, is far more complex than previously thought. Because

traditional vision examinations do not capture this complexity, many
problems go undetected. In addition to these undiscovered issues, the
relationship between vision and learning is poorly understood. The vast
majority of learning is dependent on a well-developed and diverse set of
visual processing skills—for example, reading, copying fro m the board,

20
or playing games requiring hand-eye coordination.
Anecdotal evidence from practitioners who have observed a
relatively rapid increase in vision problems suggests that this is due to a
change in children’s environments. Although the reasons are
undoubtedly complex, an increase in screen time among children
around the world raises concerns about the extent to which this is a
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significant cause of poor vision function. A
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According to Dr. Varma (2018), an ophthalmologist and physician-
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scientist, there are five common main reasons that experts believe can A
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contribute to poor eyesight. Sunlight, stress, smoking, drugs, and
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contact lenses are all factors. The sun’s ultraviolet (UV) rays can cause E
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considerable eye damage over time. UV-A and UV-B rays can both cause
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eyesight problems. UV-A has been demonstrated to cause damage to the C
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macula, a central region of the retina that serves as a platform for light
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focused by the cornea and lens. UV-A rays can harm your central
vision, whereas UV-B rays harm the front of the eye, specifically the
frontal lens and the cornea. Long-term stress can not only cause
cardiovascular disease and depression, but it can also affect your vision.
The disorder known as central serous retinopathy is arguably the most
dangerous way that stress can cause vision loss. Stress is thought to
play a role in illness, which arises when fluid accumulates within the
eye, specifically below the retina. Fluid buildup can cause the retina to
detach, affecting vision. The illness usually affects only one eye, and the
predominant symptom is hazy vision. Smoking increases the risk of all
major eye illnesses, including glaucoma, age-related macular
degeneration (AMD), cataracts, and diabetic retinopathy. Smokers are
three to four times more likely than nonsmokers to be diagnosed with

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AMD and three times more likely to acquire cataracts. Smoking also R
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adds to high blood pressure, which is a known risk factor for glaucoma. C
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Smoking may even raise the chances of having diabetes. Furthermore,
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heavy smokers are twice as likely as nonsmokers to acquire diabetes. L
While drugs recommended by a licensed medical expert can be R

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beneficial in the treatment of a specific ailment, people taking S
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medication should be aware of the potential side effects and check their
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eyesight for changes. Many drugs, such as those used to treat H
osteoporosis, prostate problems, and erectile dysfunction, are largely

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recommended to the elderly, who are already at a higher risk of
eyesight loss. Some herbal medicines may also contribute to visual

loss. The tanning chemical canthaxanthin, for example, has been linked
to tiny crystal deposits in the retina. If you notice any changes in your
vision, see a doctor right once. To avoid acquiring a rare but deadly
illness, contact lenses must be used carefully. The condition, known as
acanthamoeba keratitis, most commonly arises in the cornea of contact
lens wearers who do not sufficiently clean their lenses or lens case or
who expose their eyes to water while wearing their contacts. The
infection is uncomfortable, and if left untreated or undetected, it can
cause scarring, which can lead to blindness. Tearing, redness, fuzzy
vision, swelling, the sensation that something is “in the eye,” sensitivity
to light, and discharge are all symptoms. 22

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According to Skoblin et al. (2020), despite a relatively high level of A
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knowledge about the negative impact on the vision of irrational work T
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with gadgets, the temptation to use them in adverse visual conditions C
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does not diminish. When compared to students, the risk indicator for L
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health and eyesight is more pronounced in the schoolchildren group: a E
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careless attitude toward their own health. University teachers should E
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consider the fact that students regard teachers’ opinions as R
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authoritative when it comes to the development of youth health-saving H
competencies. 2
In accordance to Sprabary (2020), poor vision is typically caused
by a disorder or disease that causes blurring or a loss of clear vision.
Poor vision has been a lifelong annoyance for some people, who have
learned to live with it. Others may have great vision until they notice one
day that things aren’t as sharp as they used to be. In many cases, poor
vision is inherited. The Cleveland Clinic’s doctors discovered that the
most frequent eye problems in elderly persons are inherited.
Specific genetic markers have also been shown to predict common
visual problems such as nearsightedness and farsightedness.
Individuals with these indicators are roughly ten times more likely than
individuals without genetic impact to have refractive errors. However,

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you cannot blame your parents for all of your eyesight problems. A
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Environmental variables also have an impact on the health of your eyes T
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and vision. 23
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Excessive sun exposure without the use of excellent eyewear has
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been linked to the development of glaucoma and cataracts. In addition, E
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smoking is harmful to your eyes. The New York State Department of
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Health advises that smokers are three to four times more likely than C
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nonsmokers to develop retinal degeneration.
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According to preventblindness.org (2020), both inherited and
environmental variables play a role in the development of visual

poorness. Premature delivery, as well as family history, are risk factors
for several vision diseases such as refractive error. Some vision
abnormalities, such as strabismus and amblyopia, enhance the
likelihood of developing other vision disorders. A number of
neurodevelopmental illnesses (for example, cerebral palsy, down
syndrome, autism spectrum disorders, hearing impairment, and speech
delay) are also linked to an increased risk of vision impairments.
Maternal smoking is the most significant avoidable risk factor for eye
problems in children. Children of pregnant women who smoked
cigarettes have a higher rate of strabismus (a disorder in which both
eyes do not line up in the same direction), hyperopia (farsightedness),

P
and astigmatism (a common and generally treatable imperfection in the R
A
curvature of the eye that causes blurred distance and near vision). 24
C
T
I
Wong et al. (2021) cited that the increased digital screen time, C
A
near work, and limited outdoor activities have been linked to the L
R
beginning and progression of poor eyesight, which could be exacerbated E
S
during and after the COVID-19 pandemic epidemic. While school E
A
closures may be temporary, growing access to, use of, and reliance on R
C
digital gadgets may have long-term detrimental consequences for H
childhood development. Raising awareness among parents, children, 2

and government agencies is critical to preventing myopigenic behaviors
that may develop during this time.
Lastly, according to the World Health Organization (WHO, 2021)
declared that uncorrected refractors, cataracts, age-related macular
degeneration, glaucoma, diabetic retinopathy, corneal opacity, and
trachoma are the leading causes of vision impairment worldwide.
Theoretical Framework
The following theory constituted the cornerstone or framework of
this research which assessed the performance level of learners with poor
P
eyesight in Nasugbu East Senior High School. The focus is on key R
A
C
management areas such as reading, writing, and speaking, the
T
I
challenges encountered, and different variables in the assessment of the C
A
25
performance level of learners with poor eyesight L
R
According to Lakshmi of Hook AP Psychology (2022). There are E
S
two governing theories of vision. These are the trichromatic color theory E
A
and the opponent process theory. Both theories try to explain how R
C
H
humans perceive color.
2
Young (1802) postulated that the eye included three different
types of photoreceptors: short-preferring, middle-preferring, and

long-preferring (according to wavelengths). It claims that every receptor
interprets light at a certain wavelength (or color). Blue light is recognized
by the middle-preferring photoreceptor, green light by the short-
preferring photoreceptor, and red light by the short-preferring
photoreceptor. Helmholtz (1850) also discovered that any wavelength of
light may be created by mixing these three fundamental hues. Even
while the trichromatic theory describes how light is perceived, it does
not explain certain phenomena, such as complimentary afterimages.
The opponent-process theory, which Ewald Hering created in 1892, is
the second ruling theory of color vision. He observed that some hues,
such as red and green or yellow and blue, would never be seen together.
P
Then, he proposed that vision was based on the interaction of color R
A
pairings. Red and green, yellow and blue, and black and white were the C
T
I
colors in the pairs. When it comes to afterimages, if a person stares at
C
A
something red L
R
for a long time before turning away, he will continue to perceive red. E
S
This is due to the fact that after gazing at a single hue for a while, the E
A
cones needed to see that color become tired so the opposite color will R
C
fire. 26
H
2
The level at which each theory attempts to describe vision is
the main distinction between these two ideas. While the opponent
process theory describes vision at the brain level, the trichromatic
theory attempts to explain vision at the photoreceptor level.
Conceptual Framework
Applying the theoretical theory led to the conceptual framework.
The researchers believe that exploring the performance level of learners
with poor eyesight would be beneficial for both the respondents and the
school.
The assessment of learner-respondents as reflected in the
research paradigm/simulacrum incorporates the level of performance of

P
the learners with visual impairments in relation to reading, writing, and R
A
C
speaking.
T
I
The inputs from the respondents relative to the performance level C
A
L
of learners with poor eyesight led to the proposed classroom and school
R
strategic plan to help the learners with visual impairments. E
S
E
A
R
C
H
27
2
Performance level of
respondents with
Figure 1. Simulacrum
CHAPTER 3
RESEARCH METHODOLOGY
This chapter describes the research design, locale and population
of the study, sampling design, instrumentation, data gathering
procedure used in obtaining pertinent data, and statistical treatment of

P
data. R
A
C
T
Research Design
I
C
The study will use the descriptive method of research as it will A
L
assess the performance level of learners with poor eyesight in Nasugbu
R
East Senior High School coupled with the factors affecting the visual E
S
E
impairments of learners. In this study, this method will be used to
A
R
gather the needed information and data on poor eyesight in terms of C
H
reading, writing, and speaking.
2
According to Bhat (2020), the descriptive research approach
describes the characteristics of the population or phenomenon being

studied. It is primarily focused on making a description of the nature of
the population or phenomena on the “what” and not the “why” of the
sample. These features of the design make it appropriate to be utilized
in the research as it determined to assess the “what” of poor eyesight
and the other focus of the study. Considering the aforementioned
features, the descriptive research design is deemed most appropriate for

29
use to attain the purpose of the study.
Locale of the Study
The locale will be the learners with poor eyesight in Nasugbu East
Senior High School. The initial permission will be sought from Nasugbu
East Senior High School management before seeking permission from

P
the respondents for the actual conduct of the study. R
A
The researchers believe that poor eyesight is one of the concerns C
T
I
that students of Nasugbu East Senior High School are facing and affects
C
A
their performance level. There are numerous students wearing L
eyeglasses due to poor eyesight inside the school, as well as students R

E
who have poor eyesight but are not wearing eyeglasses, causing them to S
E
A
struggle more in viewing visuals inside the classrooms or even inside the
R
C
campus. Thus, the study on poor eyesight needs to be assessed and H
determined.
2
Population of the Study

The research involved 149 respondents in Nasugbu East Senior
High School or in Nasugbu, Batangas, S.Y. 2022-2023, hence 100% of
the population will participate in the study. All 149 respondents are
those students who are experiencing visual impairments and will
provide an assessment to determine the effects of poor eyesight on the
performance level of the learners with poor eyesight relative to the
aforementioned components, and challenges encountered by the

30
students.
Moreover, for systematic data monitoring, a coding system is
implemented for the respondents in Nasugbu East Senior High Senior
High School with a code per section such as in NESHSL001..,

P
NESHSL002.., NESHSL003.., NESHSL004.., NESHSL005.., R
A
NESHSL006.., NESHSL007.., NESHSL008.., NESHSL009.., C
T
I
NESHSL010.
C
A
L
The following is the distribution of respondents per section: R

E
Table 1. Respondents of the Study according to Section in Nasugbu East S
Senior High School E
A
R
C
H
2
Research Instrument
The researcher exhausted various literature relative to poor
eyesight to construct the instrument of the study; hence a researcher-
made questionnaire was constructed on these literatures which were
utilized to gather pertinent data for the research (Appendix A). The
concepts of Brown et. al, (2014), De Vier and Ek, (2014) Ramani,
31
Krishna Kumar et. Al, (2014), Emmanouil, (2022), Kabeto, (2015),
Lim et. Al, (2017) are the major literature in the development of the
questionnaire.
Part I is about the assessment of the respondents in relation to
reading, writing, and speaking. This consists of 10-item questions

P
framed from the Trichromatic Color Theory and the Opponent Process R
A
Theory Theory/ies which were rated on a 4-point Likert scale as follows: C
T
I
4 – Strongly Agree, 3 – Agree, 2 – Disagree, and 1 – Strongly Disagree.
C
A
Part II will be about the factors affecting the visual impairments of L
learners with 10-item questions. The 4-point Likert scale is as follows: 4 R

E
– Strongly Agree, 3 – Agree, 2 – Disagree, and 1 – Strongly Disagree. S
E
A
R
C
Validation and Reliability of the Research Instrument H
The researcher-made questionnaire is constructed through the

2
guidance of the researchers’ subject teacher and adviser. This will
undergo pre-content validation by experts in the field of education,

science, technology, engineering and mathematics, accountancy,
business, and management (Appendix __, Page ___). These are teachers
at Nasugbu East Senior High School occupying coordinator ships
relevant to the study. These respectable experts utilized the 3-R
technique which referred to Retain, Revise and Remove. In the case of
the “gray area,” the data or information gathered through the survey is
32
reviewed for the correctness and veracity of the responses.
The researchers will act as facilitators during the data-gathering
process. In case of clarification of some issues, the researcher ensured
that every piece of information will be properly treated.
Ethical Considerations P
R
The study will be submitted and approved by the subject teacher, A
C
adviser, research coordinator, and school principal. The research paper T
I
C
will undergo similarity testing using the Turnitin software and yielded
A
L
an acceptable index of 15%.
R
The respondents will be oriented in the course or overall process E
S
of the study. The participants were given the privilege of not E
A
R
participating or withdrawing at their convenience. Also, participants are C
H
not forced to answer questions deemed to be in contrast with their
values and belief system. 2

The researchers will be asked for consent from the respondents
before the conduct of the study in either survey or discussions. Hence,
the researchers will strictly follow all the ethical and professional
principles in the conduct of research. The researcher ensured that all
information or data gathered in the research were used for educational

33
or research purposes only.
In addition, respondents will be assured that their names and
profile were kept in strict confidentiality. All responses in the
questionnaires and notes from the discussion were secured and
participants were subjected to any kind of harm (physical or
psychological, etc.). Moreover, upon specific time or expiration of the

P
standard safekeeping period, the accomplished survey questionnaire is R
A
shredded to further protect confidentiality. C
T
I
C
A
Data Gathering Procedure L
Prior to the distribution of the questionnaire, the researcher will R

E
request permission from the school principal, research coordinator, and S
E
A
subject teacher to conduct this study (Appendix __). Upon approval, the
R
C
researchers will explain the purpose of the research to the respondents H
prior to the survey. Afterward, the researchers will distribute the

2
questionnaires personally to those who will be involved in the study.
Respondents were given ample time to accomplish properly the survey
questionnaire.
In addition, the researchers will seek the assistance of the
respondents to honestly assess the performance level of learners with
poor eyesight. The accomplished survey questionnaire will be checked
by the researchers for completeness of responses before finalizing the
retrieval procedures; while clarifications from the respondents about the
study were properly accommodated and answered to avoid future
misunderstanding.
34
Statistical Treatment
P
Weighted mean and standard deviation will be utilized for the R
A
quantitative part: C
T
I
Weighted Mean and Standard Deviation. These are utilized to
C
A
present, analyze, and interpret the assessment of the performance level L
of learners with poor eyesight in relation to reading, writing, and R

E
speaking. Likewise, the aforementioned statistical treatment was used S
E
A
for the presentation, analysis, and interpretation of the assessment in
R
C
the common factors affecting visual impairments. H
2
On the other hand, for accurate assessment on the performance
level of learners with poor eyesight in relation to reading, writing, and
speaking and the factors affecting poor eyesight this scale was used:
Scale Range Verbal Interpretation
4 3.50 – 4.00 Strongly Agree (SA)
3 2.50 – 3.49 Agree (A)
2 1.50 – 2.49 Disagree (D)
1 1.00 – 1.49 Strongly Disagree (SD)
P
R
A
C
T
35
I
C
A
CHAPTER 4 L
R
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA E
S
E
A
R
This chapter presents the analysis and interpretation of the data C
H
gathered. The discussions follow the order of the topics in the statement
of the problem. 2
1. Performance Level of Learners with Poor Eyesight in Nasugbu
East Senior High School in terms:
1.1 Reading. This includes the process of recognizing
words, leading to the development of comprehension. It also refers to the
ability to read, which is an important skill for students to master
considering that almost the entire information is presented in text
around the world. In addition, educational systems rely more heavily on
text as students’ progress through the grades (Ukiah, 2013). 36
Table 2 reveals the performance level of learners with poor
eyesight in terms of reading with grand weighted mean of 2.85. The
respondents “agree” means that their performance in reading was P

R
A
affected by poor eyesight. The findings support the perspective of C
T
Ramani, Krishna Kumar (2014) that children with low vision have I
C
poorer reading performance due to slower reading speed and accuracy. A
L
They read slower and with less accuracy than sighted children. As can
R
E
be seen from the table, the respondents’ assessment on the statement S
E
#5, which is they can improve their creativity skills and imagination A
R
while reading had the least weighted mean of 2.34. The findings indicate C
H
that poor eyesight had no effect on readers' imaginations and creativity.
2
It simply indicates that they can still improve and broaden their
imagination while reading despite their visual impairment. However,

the top value assessed by respondents is their ability to identify words
shown on television or other visual materials, with a weighted mean of
mean of 3.26 , implying that learners with poor eyesight have a difficult
time identifying words shown in visual materials.
37
1.1 Reading
1.2
P
R
A
C
T
I
C
A
L
R
E
S
E
Writing. This term includes the activity or skill of marking coherent A
R
words on paper and composing text. In an article published by Mischio C
H
(2013), he mentioned that handwriting and compositional abilities are a
2
must in writing as it is one of those aspects in learning that will be
evaluated in the performance level of learners.

Table 3 reveals the respondent’s performance level of learners with
poor eyesight in terms of writing were affected with grand weighted
mean of 3.12 with a verbal interpretation of ‘Agree’, it shows that they
are agree and they experience the difficulties stated on the questionnaire
in terms of writing. Learner-respondents assessed that the topmost
value is the difficulties to take notes on the texts being presented which
attributed that visual impairment affects the level of performances of the
learners in terms of writing. Despite the fact that respondents agreed on
the difficulty of spelling and writing some words, they rated this
statement as the least valuable, with a weighted mean of 2.99 and the
same verbal interpretation of 'agree.' This means that they are still
P
having difficulty spelling the words shown, but it is less difficult than R
A
the most valued statement, which is that it is difficult for respondents to C
T
I
write the information written in the visual materials. An average
C
A
assessment was the overall quantitative description relative to the L
overall evaluation of the performance level of learners with poor R

E
eyesight. S
E
A
R
C
H
2
38
1.2 Writing
P
R
A
C
2. Factors affecting the Performance Level of learners with Poor T
I
C
Eyesight
A
L
In accordance with Sprabary (2020), poor vision is typically R
E
caused by a disorder or disease that causes blurring or a loss of clear S
E
vision. Poor vision has been a lifelong annoyance for some people, who A
R
have learned to live with it. Others may have great vision until they C
H
notice one day that things aren’t as sharp as they used to be. According
2
to Dr. Varma (2018), an ophthalmologist and physician-scientist,
there are five common main reasons that experts believe can
contribute to poor eyesight. Those factors that could possibly affect the
vision of the learners are sunlight, stress, smoking, genetic inheritance
and contact lenses.
As gleaned in Table 4, with regards to the factors affecting poor
eyesight, the findings inferred that most of the factors were possibly the
causes of learners' poor vision with the average weighted mean of 3.35
and verbal interpretation of ‘Agree’. Learner-respondents assessed that
excessive screen time increases the risk of eyestrain which can lead to a
decrease in vision clarity is the topmost valued factors with a weighted
mean of 3.80 and verbal interpretation of strongly agree. Moreover, the
findings have relevance to the study of Wong et al. (2021) that the
P
R
increased of digital screen time, near work, and limited outdoor A
C
activities have been linked to the beginning and progression of poor T
I
eyesight. That is because digital devices release blue light, which can C
A
reach the inner lining of the back of your eye (retina). Studies show that L
R
blue light can damage light-sensitive cells in the retina. This can lead to E
S
early age-related macular degeneration, which can lead to loss of E
A
eyesight (upmc.com/2019). However, the least value assessed by R
C
respondents is the statement that family has a history of having an H
eyesight problem with a weighted mean of 3.30 and verbal 2
interpretation of agree.
40
35
P
R
A
C
T
I
C
A
L
R
E
S
E
CHAPTER 5 A
R
C
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS H
This chapter presents the summary, conclusions, and 2
recommendations of the study.

Summary of Findings
1. Performance Level of Learners with Poor Eyesight in Nasugbu
East Senior High School in terms:
1.1 Reading.
The average grand weighted mean 2.85 revealed that respondents
agree that their performance in reading was affected by poor eyesight.
Moreover, difficulty in identifying the words shown on a television or
other visual materials is the most weighted mean of 2.34 with a verbal
interpretation of agree. However, difficulty in improving the creativity
skills and imagination while reading had the least weighted mean of
P
2.34 with verbal interpretation of agree. It simply indicates that they can R
A
still improve and broaden their imagination while reading despite their C
T
visual impairment. I
C
A
L
R
42
E
S
E
1.2 Writing A
R
C
The results stated that performance level of learners with poor H
eyesight in terms of writing were affected with grand weighted mean of

2
3.12 with a verbal interpretation of ‘Agree’. Respondents assessed
that the topmost value is the difficulties to take notes on the texts
being presented with a weighted mean of 3.24 and verbal interpretation
of ‘agree’. Meanwhile, respondents agreed on the difficulty of spelling
and writing some words, they rated this statement as the least valuable,
with a weighted mean of 2.99 and the same verbal interpretation of
'agree.'
2. Factors affecting the Performance Level of learners with Poor
Eyesight
The findings shows that most of the factors were possibly the
causes of learners' poor vision with the average weighted mean of 3.35
P
and verbal interpretation of ‘Agree’. Excessive screen time increases the R
A
risk of eyestrain which can lead to a decrease in vision clarity is the C
T
topmost valued factors with a weighted mean of 3.80 and verbal I
C
interpretation of strongly agree. However, the least value assessed by A
L
respondents is the statement that family has a history of having an R
E
eyesight problem with a weighted mean of 3.30 and verbal interpretation S
E
of agree. 43
A
R
C
3. Classroom strategic plan that can be proposed to help learners H
with visual impairments

2
The researchers proposed a magazine that contains the overview
of the performance level of learners with poor eyesight in Nasugbu East
Senior High School. Aside from that, the magazine contains some tips
and recommendations to help the learners with visual impairments to
improve their performance level. These magazine will be distributed in
each classroom of Nasugbu East Senior High School.
Conclusions
Based on the findings of the study, the following conclusions were
drawn.
P
R
1. The learner-respondents all agree that they have difficulty A
C
identifying words shown on television or in other visual materials. T
I
However, they disagree that poor eyesight has an impact on C
A
readers' imaginations and creativity when reading a text. It L
R
implies that, despite their visual impairment, respondents can E
44
S
still improve and broaden their imaginations while reading. E
A
2. The learner-respondents agree that they experience difficulties in R
C
taking notes on the texts being presented. Meanwhile, H
respondents also agree that they are still having difficulty in 2
spelling the words displayed, but it is less difficult than the

most valued statement, which is that it is difficult for respondents
to write the information that being shown.
3. The majority of the learner-respondents agree that the majority of
the factors were possible causes of the learners' poor vision. They
all agree that excessive sun exposure, stress, smoking, genetic
inheritance, and contact lenses are all possible causes of a
learner's poor vision. Learner-respondents strongly agree that
excessive screen time is the biggest factor that increases the risk
of eyestrain that could lead to decreasing of vision clarity.
4. The learner-respondent agree to all of the assessment in which it
can be attributed that poor eyesight affects the performance level

P
of learners in Nasugbu East Senior High School. R
A
5. A strategic plan was proposed to improve the performance level of C
T
I
learners in Nasugbu East Senior High School.
C
A
L
R
E
S
Recommendations E
A
R
From the preceding findings and conclusions, the following C
H
recommendations are offered by the researcher:
2
45
1. Teachers may provide printed learning materials to students
with low vision to help them improve their performance.
2. Consider where the learners should be seated. Make sure the
learners with visual impairments seated where they can see the
visual materials properly.
3. Encourage the student who experiencing visual impairment to
use visual aids that have been prescribed such as glasses or
contact lenses.
4. Follow the 20-20-20 rule (every 20 minutes, look away about
20 feet in front of you for 20 seconds) when spending a lot of
time at screen. This short exercise can help to reduce

P
eyestrain. R
A
5. Eat right and maintain a healthy weight. Eyes need the right C
T
I
nutrients for optimal function and health. Eating plenty of
C
A
foods that is rich in eye-protecting nutrients such as Vitamin L
A, Vitamin B, Vitamin C, Omega-3 fatty acids, Zeaxanthin, R

E
Zinc, and lutein can help to naturally protect the eyes. S
E
A
(northfloridavision.com)
R
C
H
6. For educators, choose a teaching method that accommodates
the vision of learners with poor eyesight. (e.g., while writing 2

on the board or discussing the lessons, read them aloud to
assist those who may have difficulty reading or seeing the text.
46
APPENDIX A
Survey Questionnaire
Performance Level of Learners with Poor Eyesight
in Nasugbu East Senior High School
Name (Optional): Date: ____________
--------------------------------------------------------------------------------------
Part I.
Instructions: Please carefully read the statements below. Respond to it P
by checking the appropriate box that corresponds to the extent to which R
you perceive the following statements relative to the performance level of A
learners with poor eyesight. C
T
I
C
Scal A
Verbal Interpretation
e L
4 Strongly Agree (SA) R
3 Agree (A) E
2 Disagree (D) S
1 Strongly Disagree (SD) E
A
R
C
SA A D SD
A. Reading H
(4) (3) (2) (1)
Difficulty in identifying words on a 2
1.
piece of paper.
Difficulty in reading in a normal
2.
speed. (not a slow reader)
Difficulty in identifying words

3. shown on a television or other
visual materials.
Difficulty in concentrating when
4.
reading.
Difficulty in improving the creativity
5. skills and imagination while
reading.
Difficulty in reading words without
6.
leaving his/her position or place.
Difficulty in comprehending any
7.
text without discomfort.
Difficulty in remembering the 47
8. correct sequence of letters, words,
or story narrative.
SA A D SD
B. Writing
(4) (3) (2) (1)
Find it challenging to take notes on P
1.
the texts being presented. R
Find it hard to accurately write the A
2. C
text written or presented.
T
3. Find it hard to focus on writing.
I
Find it difficult to write quickly C
4. since the words or texts cannot be A
seen properly L
Find it difficult to spell and write
5. R
some words.
E
Find it hard to write because it may
S
6. cause them to write repetitive
E
sentences A
R
C
H
Part II.
2
Instructions: Please carefully read the statements below. Respond
to it by checking the appropriate box that corresponds to the extent
to which you perceive with the following statements relative to poor

eyesight.
Scal
Verbal Interpretation
e
4 Strongly Agree (SA)
3 Agree (A)
2 Disagree (D)
1 Strongly Disagree (SD)
SA A D SD
Factors affecting Poor Eyesight
(4) (3) (2) (1)
Long-term sun exposure causes
blindness, sensitivity to light,
1.
impaired vision, and excessive
tearing.
Contact lenses have a propensity to P
dry out your eyes, which can lead to R
2. unpleasant side effects including A
itchiness, irritability, and a gritty C
sensation in the eyes. T
Contact lens wearers who do not I
3. sufficiently clean their lenses can C
catch an infection. A
L
Smoking increases the risk of
4.
Dry Eye Syndrome. R
Stress can cause pressure to build up E
inside of your eyes, increasing your S
5. E
risk of glaucoma and optic nerve
damage. A
R
Family has a history of having an
6. C
eyesight problem.
H
Excessive screen time increases the 48
7. risk of eyestrain which can lead to a
decrease in vision clarity. 2
49
APPENDIX B
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
Questionnaire Validation Letter
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
50
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
51
APPENDIX C
Letter Of Permit To Conduct The Study
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
52
APPENDIX D
Informed Consent Form
This Informed Consent form is for all Nasugbu East Senior High
School students and who we are inviting to participate in a research
study entitled, “PERFORMANCE LEVEL OF LEARNERS WITH POOR
EYESIGHT IN NASUGBU EAST SENIOR HIGH SCHOOL”.
Part I: Information Sheet
Introduction
We are the learners of Nasugbu East Senior High School. We are

P
doing research on the “Performance Level of Learners with Poor Eyesight R
A
C
in Nasugbu East Senior High School”. I would like to invite you to be
T
I
part of this research. Kindly read and answer the questions and adhere C
A
to the terms and conditions regarding your participation in this study. L
R
Purpose of the Research E
S
E
The purpose of this study is to assess and determine the A
R
performance level of learners with poor eyesight in Nasugbu East Senior C
H
High School.
2
Participant Selection
53
The participants of the study are 149 Grade 11 and 12 students
with poor eyesight from STEM, ABM, HUMSS and TVL strand of
Nasugbu East Senior High School.
Voluntary Participation
The participation of the respondents who were invited to take part
in this study will be entirely voluntary and according to your free-will. It
is your choice whether to participate or not. The choice that you will
make will have no bearing to any aspects of your personal and
professional life. You may change y our mind later and withdraw your
participation even if you agreed earlier.
P
Duration R
A
C
This research study will take place from August 2022 until
T
I
November 2022. Accomplishing these instruments will require at least C
A
10 minutes of their time. L
R
Risks E
S
E
The research instruments will be asking the respondents to share A
R
some very personal and confidential information, and you may feel C
H
uncomfortable talking about some of the topics. You do not have to
2
answer any questions in the instrument if you do not wish to do so,
and that is also fine. You do not have to give any reason for not
responding to any question. If ever emotional reactions occur, please feel
free to share and the researchers will be very much eager to
accommodate your concerns.
Confidentiality
All information that will be provided in this research study will be
kept confidential and will be used only for the conduct of the research.
All information will stay put with the researcher and no other person
will have access to it.
Right to Refuse
You may not participate in this research if you do not feel

P
comfortable to do so and refusing to participate will not affect any R
A
C
aspect of your personal and professional life. You will still enjoy and
T
I
have the benefits and privileges that you have despite of not partaking C
A
in this study. You may also withdraw your participation in this research L
study in any phase or any time that you feel uncomfortable without R
E
S
losing any of your benefits and privileges. E
A
Who to Contact? R
C
H
If you have any questions, you can ask the researchers now or feel
2
free to contact them at 09673975425 or e-mail at
NASUGBU EAST SENIOR HIGH SCHOOL 55
detorreskristine58@gmail.com and rest assured that all your concerns
will be addressed the best way he can.
Part II: Certificate of Consent
I have been invited to participate in the research on Performance
Level of Learners with Poor Eyesight in Nasugbu East Senior High
School. Likewise, I have read and understand the foregoing information,
which was read and explained to me by the researcher to the level of my
understanding. I had the opportunity to ask questions about this study
and all questions I asked have been answered to my satisfaction.
Therefore, I consent voluntarily to be a participant in this study.
P
Printed Name and Signature of Participant: R
A
__________________________________________ C
T
Printed Name and Signature of Witness: I
C
__________________________________________ A
L
Date: ____________________________________ R
E
S
E
A
R
C
H
Thumb Print of the Participant:
2
Statement by the Researchers / Person Taking Consent
The researchers has accurately read out the information sheet to
the potential respondent, and to the best of my ability made sure that
the respondent understands that the following will be done: 56
1. Orientation about the research process
2. Informed Consent signing
3. Answering of the three parts of the questionnaire.
The researchers confirms that the respondent was given an
opportunity to ask questions about the study, and all questions asked
by the respondent have been answered correctly and to the best of his
ability. The researcher confirms that the individual has not been coerced
P
into giving consent, and the consent has been given freely and R
A
C
voluntarily. Thus, a copy of this informed consent form has been
T
I
provided to the respondent. C
A
L
Printed Name of the Researcher / Person Taking the Consent:
R
E
/ S
E
A
Signature of the Researcher / Person Taking the Consent:
R
C
_________________________________________________________ H
2
Date: _______________
57
APPENDIX E
Study Protocol
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
Project Summary C
H
This study entitled “PERFORMANCE LEVEL OF LEARNERS WITH

2
POOR EYESIGHT IN NASUGBU EAST SENIOR HIGH SCHOOL” will
be conducted in order to assess the level of performances of the

learners in Nasugbu East Senior High School in terms of reading, and
writing. This research will be participated by all learners with poor
eyesight of Nasugbu East Senior High School. This study is expected to
finish in January 2023 hoping to get insights and solutions in
performance level of learners with poor eyesight.
General Information
Title: PERFORMANCES OF LEARNERS WITH POOR EYESIGHT IN
Principal Investigators: KRISTINE P. DE TORRES

09673975425
detorreskristine58@gmail.com P
R
KENNETH S. DIMAFELIX A
C
09615184316
T
dimafelixkenneth@gmail.com I
C
IRISH D. SAMIZO A
L
09092869857
58
R
irishsamizo1@gmail.com E
S
MECAILLA C. ALEGRE E
A
09567283040
R
mecaialegre@gmail.com C
H
DANIELLA C CAPACIA 2
09551589039
daniellacapacia19@gmail.com
MARY MAXENE R. DILAG
09063246963
maxenedilag@gmail.com
NADEINE AGATHA G. DADULA
09978860115
nadeineagatha@gmail.com
HAZEL ANN C. BAYONETO
09262014016
hazebayoneto@gmail.com
GERALD JOSE C. RUIZ
09611463658
ruizgerald224@gmail.com
P
ALBERT CHUANCEY V. HIMAYA
R
09077411069 A
C
himayachuancey@gmail.com T
I
ALJON D. SASTRILLO C
A
09912343932 L
aljonsastrillo@gmail.com R
E
S
E
A
Rationale R
C
Despite the Republic Act 11358, it is advisable to take action and H
find a solution for the problems of the students with poor eyesight
2
in Nasugbu East Senior High School. Children with visual
impairment take fewer activities with their peers. They found it

NASUGBU EAST SENIOR HIGH SCHOOL 59
challenging to participate in age-appropriate social activities with their
peers due to limitations on their mobility and independence.
Additionally, they had lower scores in competence and personality
compared to other children that has the same of their age. (Buño II &
Monzon-Pajarillo, 2020).
Moreover, other concerns regarding the performance of learners
with poor eyesight, such how they perform in terms of reading and
writing specifically their performance in school should not be neglected
instead, it is advisable to take action and address the concerns of those
learners with visual impairments in Nasugbu Senior High School. This
research aims to determine and assess the performance level of learners

P
R
with poor eyesight in Nasugbu East Senior High School. A
C
T
Methodology
I
C
This chapter describes the research design, locale and population A
L
of the study, sampling design, instrumentation, data gathering R
E
procedure used in obtaining pertinent data, and statistical treatment of S
E
data. The following are the descriptive research designs that will be used A
R
60
in the study: C
H
The study used the descriptive method of research as it assessed
2
the performance level of learners with poor eyesight in Nasugbu
East Senior High School coupled with the factors affecting the visual
impairments of learners. In this study, this method was used to gather
the needed information and data on poor eyesight in terms of reading,
writing, and speaking.
According to Bhat (2020), the descriptive research approach
describes the characteristics of the population or phenomenon being
studied. It is primarily focused on making a description of the nature of
the population or phenomena on the “what” and not the “why” of the
sample. These features of the design make it appropriate to be utilized
in the research as it determined to assess the “what” of poor eyesight
and the other focus of the study. Considering the aforementioned
features, the descriptive research design is deemed most appropriate for

P
use to attain the purpose of the study. R
A
The research involved 149 respondents in Nasugbu East Senior C
T
I
High School or in Nasugbu, Batangas, S.Y. 2022-2023, hence 100% of
C
A
the population participated in the study. All 149 respondents are those L
students who are experiencing visual impairments and provided an R

E
assessment to determine the effects of poor eyesight on the performance S
E
A
level of the learners with poor eyesight relative to the aforementioned
R
61
C
components, and challenges encountered by the students. H
The researcher exhausted various literature relative to poor

2
eyesight to construct the instrument of the study; hence a
researcher-made questionnaire was constructed on these literatures

which were utilized to gather pertinent data for the research (Appendix
A).
Part I was about the assessment of the respondents in relation to
reading, writing, and speaking. This consists of 10-item questions
framed from the Trichromatic Color Theory and the Opponent Process
Theory Theory/ies which were rated on a 4-point Likert scale as follows:
4 – Strongly Agree, 3 – Agree, 2 – Disagree, and 1 – Strongly Disagree.
Part II was about the factors affecting the visual impairments of
learners with 10-item questions. The 4-point Likert scale is as follows: 4
– Strongly Agree, 3 – Agree, 2 – Disagree, and 1 – Strongly Disagree.
P
Potential Ethical Considerations R
A
The study was submitted and approved by the subject teacher, C
T
I
adviser, research coordinator, and school principal.
C
A
The respondents were oriented in the course or overall process of L
the study. The participants were given the privilege of not participating R
E
or withdrawing at their convenience. Also, participants were not forced S
E
A
to answer questions deemed to be in contrast with their values and
R
62
C
belief system. H
The researchers asked for consent from the respondents before

2
the conduct of the study in either survey or discussions. Hence, the
researchers strictly followed all the ethical and professional

principles in the conduct of research. The researchers ensured that all
information or data gathered in the research were used for educational
or research purposes only.
In addition, respondents assured that their names and profile
were kept in strict confidentiality. All responses in the questionnaires
and notes from the discussion were secured and participants were
subjected to any kind of harm (physical or psychological, etc.).
Moreover, upon specific time or expiration of the standard safekeeping
period, the accomplished survey questionnaire was shredded to further

63
protect confidentiality.
All information including data gathered via harvested

P
R
answers of the targeted respondents will be kept safe by the A
C
researcher and no other people, school heads, teachers, and even T
I
higher DepEd officials will have access to it except for Mrs. Sharon C
A
P. Erolin as the researcher’s adviser, and unless it will be required L
R
for publication. In case of publication will be required, surely it will E
S
be brought to your knowledge and awareness. Your approval for E
A
publication will be sought. All your information will be coded using R
C
number instead of your name for standard research ethics and only H
the researcher will know what your number is, and it will be 2
locked with the use of a lock and a key.

VERSION2:04152011
Procedure
Prior to the distribution of the questionnaire, the researcher
will request permission from the school principal, research
coordinator, and subject teacher to conduct this study (Appendix
__). Upon approval, the researchers will explain the purpose of the
research to the respondents prior to the survey. Afterward, the
researchers will distribute the questionnaires personally to those who
will be involved in the study. Respondents were given ample time to
accomplish properly the survey questionnaire. Thereafter, the
respondents will be asked to accomplish and sign the consent form P

R
if they are willing to participate in the study in the absence of A
C
T
coercion or threat. If they will voluntarily sign the consent and
I
C
participate in the study, they will be asked to accomplish the survey A
L
questionnaire on performance level of learners with poor eyesight.
R
Accomplishing these instruments will require 10-15 minutes of your E
S
E
time and another 10 minutes for clarification and validation of your
A
R
answers. C
H
In addition, the researchers will seek the assistance of the
2
respondents to honestly assess the performance level of learners
with poor eyesight. The accomplished survey questionnaire will be

checked by the researchers for completeness of responses before
finalizing the retrieval procedures; while clarifications from the
respondents about the study were properly accommodated and
answered to avoid future misunderstanding.
Statistical Analysis
Weighted mean and standard deviation will be utilized for the
quantitative part:
Weighted Mean and Standard Deviation. These are utilized to P

R
present, analyze, and interpret the assessment of the performance level A
C
T
of learners with poor eyesight in relation to reading, writing, and
I
C
speaking. Likewise, the aforementioned statistical treatment was used A
L
for the presentation, analysis, and interpretation of the assessment in
R
the common factors affecting visual impairments. E
S
E
On the other hand, for accurate assessment on the performance
A
R
level of learners with poor eyesight in relation to reading, and writing the C
H
factors affecting poor eyesight this scale was used:
2
65
Scale Range Verbal Interpretation
4 3.50 – 4.00 Strongly Agree (SA)
3 2.50 – 3.49 Agree (A)
2 1.50 – 2.49 Disagree (D)
1 1.00 – 1.49 Strongly Disagree (SD)
VERSION2:04152011
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
66
BIBLIOGRAPHY
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Medicine Division; Board on Population Health and Public Health
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Bonnielin K Swenor & Joshua R Ehrlich (2021). Ageing and T
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Poppe R. (2014). Poor Eyesight and Educational Outcomes in E
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Skoblina, N., Shpakou, A., Milushkina, O., Markelova, S., C
Kuzniatsou, A., & Tatarinchik, A. (2020). Eye health risks H
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The University of Pittsburgh: Department of Ophthalmology

(2022). Vision Impairment Vision Impairment | Department of
Ophthalmology | University of Pittsburgh
http://ophthalmology.pitt.edu/vision-impairment
Webson A. (2021). Eye Health and the Decade of Action for the
Sustainable Development Goals Eye health and the Decade of
Action for the Sustainable Development Goals - The Lancet
Global Health
https://www.thelancet.com/journals/langlo/article/PIIS2214-
109X(21)00035-8/fulltext
JOURNAL
Audrey Webson (2021). Eye Health and the Decade of Action for the
Sustainable Development Goals - Eye health and the Decade of Action
for the Sustainable Development Goals - The Lancet Global Health
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Buño B. II & Monzon-Pajarillo A. K. (2020). Effects of Visual Impairment R
A
on Quality of Life in Children Aged 3-7 Years.
C
https://paojournal.com/article/effects-of-visual-impairment-on-quality-
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of-life-in-children-aged-3-7-years/ I
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Güler M. (2018). A Qualitative Study on How Students with
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Visual Impairments PerceiveEnvironmental Issues
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https://files.eric.ed.gov/fulltext/EJ1189761.pdf E
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Lim, J. M., Tien, S., & Tei, M. (2017). I Can’t Believe My Eyes! A
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Screen Time and its RelationshiptoVision Function in Young
C
Learners. Journal of Special Needs Education, 7, 6–23. H
https://journal.nase.org.my/index.php/jsne/article/view/17
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Prof Matthew J Burton, PhD, The Lancet Global Health Commission
on Global Eye Health: vision beyond 2020 - The Lancet Global
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Wong, C. W., Tsai, A., Jonas, J. B., Ohno-Matsui, K., Chen, J.,
Ang, M., & Ting, D. S. W. 2021). Digital screen time during the
COVID-19 pandemic: risk for a further myopia boom?.
Americanjournal of ophthalmology, 223, 333-
337.https://www.sciencedirect.com/science/article/pii/S00029
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7390728/
INTERNET SOURCES
Cleveland Clinic Organization (2022). Low Vision Low Vision:
Causes, Treatment, & Prevention(clevelandclinic.org)
https://my.clevelandclinic.org/health/diseases/8585-low-vision
eLearning (2021). Learner Definition and Learner - eLearning
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learning
The Lancet Global Health Keyence (2022). PL (Performance Level) P

PL (Performance Level) ：Safety Knowledge | KEYENCE America R
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https://g.co/about/efqbeb C
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Lise Wagner (2022). Blindness, Low Vision, What Are the A
Different Forms of Visual Disability?Blindness, Low Vision, What L
Are the Different Forms of Visual Disability?
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(inclusivecitymaker.com)
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https://www.inclusivecitymaker.com/blindness-low-vision- S
forms-visual-disability/ E
A
R
The Summit Express (2019). NCDA clarifies ‘poor eyesight, low C
vision’ qualifications for PWDIDBenefits NCDA clarifies 'poor H
eyesight, low vision’ qualifications for PWD ID benefits -
TheSummit Express 2
https://www.thesummitexpress.com/2019/01/ncda-poor-
eyesight-low-vision-qualifications-for-pwd-id-benefits.html
Crisostomo S., (2019). More Filipino Kids Developing Visual

Impairment More FilipinoKidsDeveloping Visual Impairment |
OneNews.PH https://www.onenews.ph/articles/more-filipino-
kids-developing-visual-impairment 69
Sprabary, A. (2020). Bad vision: What causes bad eyesight?. All

about vision, Eye ConditionsandDiseases.
https://www.allaboutvision.com/conditions/bad-eyesight-
causes/
World Health Organization (2021). Blindness and vision

impairment, causes. News room, fact sheets, detail.
https://www.who.int/news-room/fact-sheets/detail/blindness-
and-visualimpairment?fbclid=IwAR0juhiZLnw6oTlgCqmf-
0QY5qSS-B9J__q-x7DZLPDZzvzYNZyksLDPkJs
P
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A
C
T
I
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Curriculum Vitae
KRISTINE P. DE TORRES
Sitio Centro, Brgy. Catandaan
Nasugbu, Batangas
detorreskristine58@gmail.com
P
R
A
C
T
PERSONAL INFORMATION
I
C
Civil Status: Single A
L
Nationality: Filipino
R
Birthdate: September 3, 2004 E
S
Religion: Roman Catholic E
A
R
C
EDUCATIONAL BACKGROUND H
Currently Senior High School 2

Nasugbu East Senior High School
2023
Graduated Junior High School

Catandaan Yabut National High School
2021
Graduated Elementary Level

Catandaan Elementary School
2017
71
ELIGIBILITY
Science, Technology, Engineering, and Mathematics Student

Supreme Student Government Secretary

P
Microsoft Youth Ambassador
R
Philippines A
C
T
I
SEMINAR/WEBINARS/TRAININGS ATTENDED C
A
L
Calabarzon Youth: A Journey to Technological Proficiency
A Microsoft Office 365 Webinar R
E
S
Microsoft 365 Fundamentals Training Session E
March 26, 2022 A
R
Tech Me Up: Technifying the Bright Minds of Tomorrow C
H
January 24-27, 2022
2
LET YOUTH VOICES BE HEARD: Youth Empowerment &
Awareness Conference 2022
October 14, 2022
AWARDS RECOGNITION
Best Research Paper and Best Instabright International Guild of

Presenter 2022 Researchers and Educators
Microsoft Youth Ambassador Microsoft Philippines 72

2022
Best Capstone Third Place 2022 Microsoft Philippines
Dangal ESP Batang Matuwid Dangal ESP Division of Batangas

2021
RSPC Qualifier – Feature Writing Regional School Press Conference

Filipino 2019 2019
DSPC 5th Collaborative Desktop Division School Press Conference

Publishing-Filipinp 2019
2nd Placer Literacy and Literary Nasugbu East District Literacy

Quiz Bee and Literary Competition 2017 P
R
With High Honor (School’s Nasugbu East Senior High School
A
Recognition 2021) C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
73
Curriculum Vitae
Kenneth S. Dimafelix
Sitio Pinamuntasan, Brgy. Aga
Nasugbu, Batangas
dimafelixkenneth@gmail.com
P
R
A
C
T
I
C
A
L
R
E
S
Civil Status: Single E
A
R
Birthdate: November 23, 2004 C
H
Religion: Roman Catholic
2
EDUCATIONAL BACKGROUND
Currently Senior High School
2023
Kaylaway National High School

74
2021
Kaylaway Elementary School
2017
ELIGIBILITY
Science, Technology, Engineering, and Mathematics Student P

R
A
C
T
Youth for Environment in School Organization (YES-O) I
C
Environmental police Office A
L
R
E
S
Seminar/Webinars/Trainings Attended E
A
R
C
Calabarzon Youth Journey to Technological Proficiency: H
A Microsoft Office 365 Webinar

2
Awards Recognition
With Honor Student (School’s Kaylaway National High School

Recognition 2018)
With Honor Student (School’s Kaylaway National High School

Recognition 2019)
With Honor Student (School’s Kaylaway National High School 75

Recognition 2020)
With Honor Student (Graduation Kaylaway National High School

Batch 2020-2021)

Recognition 2022)
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
76
Curriculum Vitae
IRISH D. SAMIZO
Kayrilaw, Nasugbu, Batangas
irishsamizo1@gmail.com
P
R
A
C
T
I
Civil Status: Single C
A
Nationality: Filipino L
Birthdate: March 16, 2005 R

E
Religion: Roman Catholic S
E
A
R
EDUCATIONAL BACKGROUND C
H
Currently Senior High School 2

2023
Junior High School
Banilad National High School
2021
Kayrilaw Elementary School

77
2017
ELIGIBILITY
Science Technology Engineering Mathematics student
MEMBERSHIP/AFFILIATION P
R
A
Emmanuel V. Barcelon (EVB) Scholar C
T
I
C
SEMINARS/WEBINARS/TRAINING ATTENDED A
L
R
Journalism: Editorial Cartooning Seminar/training E
S
Bayabasan Elementary School E
A
2015 R
C
Journalism: Editorial Cartooning Training H
Banilad National HIgh School

2
2017 and 2018
Journalism Seminar
2017
78
AWARDS/RECOGNITION
2nd Place in 2016 Metrobank Nasugbu East Central School

MTAP Math Challenge
2nd Place in 2017 Metrobank Nasugbu East Central School

MTAP Math Challenge
2nd Place in 2019 Metrobank Lumbangan National High School P

R
MTAP Math Challenge
A
With Honor Student (Schools Banilad National High School C
T
Recognition 2018)
I
With Honor Student (Schools Banilad National High School C
A
Recognition 2019) L
With Honor Student (Schools Banilad National High School R
Recognition 2020) E
S
With Honor Student (Graduation Banilad National High School E
Batch 2020-2021) A
R
With High Honor Student (Schools Nasugbu East Senior High School C
Recognition 2022) H
2
79
Curriculum Vitae
Mecailla C. Alegre P
Sitio Batang, Kaylaway R
Nasugbu, Batangas A
mecaialegre@gmail.com C
T
I
C
A
L
R
E
Personal Information S
E
A
Civil Status: Single R
Nationality: Filipino C
H
Birthdate: May 28,2005
2
Educational Background

2023
Kaylaway National High School
2021
Kaylaway Elementary School
2017
Eligibility
80
Membership
P
Don Bosco Batulao Youth Ministry Scholar R
Don Bosco Batulao A
C
T
I
C
Seminar/Webinars/Trainings Attended
A
L
Attendee (Synodo 2019) Parañaque R
Attendee (Kasalo 2022) Batulao E
S
E
A
Awards Recognition
R
C
Participant (Saturday Program in Kaylaway National High School H
Mathematics 2017-2018)
2
Participant (Saturday Program in Kaylaway National High School
Participant (Saturday Program in Kaylaway National High School
With Honor Student (Schools Kaylaway National High School
Recognition 2018)
Recognition 2019)
Recognition 2020)
With Honor Student (Graduation Kaylaway National High School
Batch 2020-2021)
81
Curriculum Vitae
P
R
Daniella C. Capacia A
C
Brgy. Talon T
I
Tuy, Batangas C
A
daniellacapacia19@gmail.com L
R
E
S
E
A
Personal Information R
C
Civil Status: H
2
Birthdate: October 02, 2004
Religion: Iglesia Ni Cristo

2023
Bilaran National High School
2021
Lumbangan Talon Elementary School
82
2017
Eligibility
P
R
Science, Technology, Engineering, and Mathematics Student A
C
Nasugbu East Senior High School T
I
C
A
L
AWARDS RECOGNITION R
E
With Honor Student (School’s Bilaran National High School
S
Recognition 2019) E
A
With Honor Student (School’s Bilaran National High School R
Recognition 2020) C
H
With Honor Student (Graduation Bilaran National High School

Batch 2020-2021) 2
With Honor Student (School’s Nasugbu East Senior High

Recognition 2021) School
83
P
R
Curriculum Vitae A
C
T
I
C
MARY MAXENE R. DILAG A
L
Barangay Banilad, Nasugbu,
Batangas R
E
maxenedilag@gmail.com
S
E
A
R
C
H
2
Civil Status: Single

Birthdate: September 1, 2004
2023
2021

P
Pedagogia School R
84
A
201 C
T
ELIGIBILITY I
C
A
Science, Technology, Engineering, and Mathematics Student L
R
E
S
E
AWARDS/RECOGNITION A
R
C
H
With Honor Student (School’s Pedagogia School
Recognition 2018)
2
With Honor Student (School’s Nasugbu Christian Faith
Recognition 2019) Academy
With Honor Student (School’s Nasugbu Christian Faith Academy

Recognition 2020)
With Honor Student (Graduation Banilad National High School
Batch 2020-2021)
With Honor Student (School’s Nasugbu East Senior High School
Recognition 2022)
P
R
A
C
T
85
I
C
A
Curriculum Vitae L
R
E
NADEINE AGATHA G. DADULA S
E
Brgy. 8, Concepcion Street A
R
Nasugbu, Batangas C
H
nadeineagatha@gmail.com
2

Birthdate: January 6, 2005
Graduated Senior High School

2023
Nicolites Montesorri School
P
2020 R
A
Graduated Elementary Level C
T
Nasugbu West Central School 86
I
2017 C
A
ELIGIBILITY L
R
E
Science, Technology, Engineering, and Mathematics Student S
E
Nasugbu East Senior High School A
R
C
AWARDS/RECOGNITION H
2
Girls Scout Member 2012 Nasugbu West Central School
Youth foundation award 2017 Nicolites Montesori School
First Place, English Quiz Bee Nicolites Montessori School

2018
Third Place, Science Quiz Bee Nicolites Montessori School
2018
With High Honor Student Nasugbu East Senior High School
(School’s Recognition 2021)
P
R
A
C
T
I
C
A
87
L
R
Curriculum Vitae E
S
E
A
HAZEL ANN C. BAYONETO R
C
Sitio Katorse, Brgy. Cogunan, H
Nasugbu, Batangas
2
hazelbayoneto@gmail.com

Birthdate: December 28, 2004

2023 P
R
Graduated Junior High School A
C
Bilaran National High School T
2021 I
C
Graduated Elementary Level A
L
Nasugbu East Central School 88
R
2017 E
S
ELIGIBILITY
E
A
R
Science, Technology, Engineering, and Mathematics Student C
H
2
Awards Recognition

Recognition 2019)
Recognition 2020)
With Honor Student (Graduation Bilaran National High School
Batch 2020-2021)
Recognition 2021)
P
R
A
C
T
I
C
A
L
89
R
E
S
Curriculum Vitae E
A
R
C
GERALD JOSE C. RUIZ H
Barangay 11, Nasugbu Batangas

2
ruizgerald224@gmail.com
Personal Information
Civil status: Single
Birthdate: December21,2004

P
2023 R
A
Graduated Junior High School C
T
Dr. Francisco L. Calingasan Memorial Colleges Foundation Inc. I
C
2021 A
L
R
Nasugbu West Central School E
90
S
2017 E
A
Eligibility R
C
H
Science Technology Engineering, and Mathematics Student
2
Nasugbu East Senior High school
Supreme student Government (SSG) Vice President

National Children's Congress Secretary
Poblacion Nasugbu Batangas
Seminar/Webinars/Trainings Attended
National Children's Congress
Award recognition
With Honor student (Graduation Dr. Francisco L. Calingasan

Batch 2020-2021) Memorial Colleges Foundation
Inc.
With Honor student (School’s Nasugbu East Senior High School P

R
Recognition 2021)
A
C
T
I
C
A
L
R
E
S
E
91
A
R
C
Curriculum Vitae H
2
ALJON D. SASTRILLO
Sitio Anahaw, Brgy. Maugat
Nasugbu, Batangas
aljonsastrillo@gmail.com

Birthdate: February 28, 2005
P
R
C
2023 T
I
Graduated Junior High School C
A
Catandaan Yabut National High School L
2021 R
E
S
Maugat Elementary School E
92
A
2017 R
C
Eligibility H
2
Awards/Recognition
With Honor Student (School’s Catandaan Yabut National High

With Honor Student (School’s Catandaan Yabut National High
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
93
H
Curriculum Vitae 2
ALBERT CHUANCEY V. HIMAYA

Roxaco Landing Subdivision
Nasugbu, Batangas
himayachuancey@gmail.com

Birthdate: February 01, 2005
P
Educational Background R
A
C
T
Currently Senior High School I
C
L
2023
R
Graduated Junior High School E
S
Dr. Crisogono B. Ermita Senior Memorial National High School E
A
2021
R
Graduated Elementary Level C
H
Nasugbu West Central School
94
2
2017
Eligibility
Awards/Recognition
With Honor Student (School’s Dr. Crigono B. Ermita Senior

Recognition 2018) Memorial National High School


With Honor Student (School’s Nasugbu East Senior High School

Recognition 2021)
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
95
Curriculum Vitae
CHRISTER JOSH A. BARAL

Oliva Subdivision, Campo Avejar
Nasugbu, Batangas
Birthdate: June 24, 2005 P
R
Religion: Roman Catholic A
C
T
Educational Background I
C
A
L
R
Nasugbu East Senior High School E
S
2023 E
A
R
Lumbangan National High School C
H
2021
Graduated Elementary Level 2
Nasugbu West Central School

96
2017
Eligibility

Awards/Recognition
With Honor Student (School’s Lumbangan National High School

Recognition 2019)
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H
2
97
P
R
A
C
T
I
C
A
L
R
E
S
E
A
R
C
H

GROUP 4 Chapter 1 To 5 With Appendices

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GROUP 4 Chapter 1 To 5 With Appendices

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NASUGBU EAST SENIOR HIGH SCHOOL

THE PROBLEM AND ITS BACKGROUND

Poor eyesight has enormous and far-reaching ramifications for

many aspects of life, including health, economic growth, and

sustainable development. The social and scholastic success of a kid or

youth, as well as improved health throughout their lifetime, can be

most vulnerable to their effects. Importantly, women, rural

communities, and ethnic minority companies are more likely to have

vision impairment; this widespread inequity needs to be addressed.

is anticipated that by the year 2050, population aging, development, and

urbanization will have caused there to be 895 million people with

impairments in distant creative and prescient ability, with 61 million of

those people being blind (Burton, 2020). Poor vision is prevalent in

irreversible physical health impairments like glaucoma and cataracts,

in bed were associated with a high prevalence of poor vision in R

year in the United States. So it can be concluded that visual 2

disabilities have the most effect on learning rather than other

sensory organ’s disabilities. This means that there is a difficulty in

reading, writing or any other daily activities (Hodes, 2014). According to

Bahar (2015), visually impaired students may have matching problems

impairments with glasses, contact lenses, or operation, but that is

or not everybody has a chance to get an eye operation (age-related or

monetary reasons). In fact, unless people get an operation, visual

impairment may not be reduced or prevented by using contact lenses or

by visual impairment. Cubillan stated that four (4) students in every 2

myopia (nearsightedness). Their study revealed that blindness and

have uncorrected myopia or refraction errors, 200,000 people have

maculopathy, 300,000 people have glaucoma (Montemayor, 2020).

Moreover, Children who have vision impairment were significantly

peers due to limitations on their mobility and independence. Buño II R

negative effects to children aged from 3-7 years old.

In Nasugbu East Senior High School, poor eyesight is one of the

concerns that students face, and it plagues them in some classroom or

school activities. There are numerous students wearing eyeglasses due

in viewing visuals inside the classrooms or even inside the campus. It is

relations to his/her academic performance, then wouldn't that same

struggle also apply to many students with poor eyesight as well in

accordance to their performance in school? With this problem that

student’s poor eyesight in Nasugbu East Senior High School can 2

The Republic Act 11358, also known as ‘’The National Vision

promote the right to health of the people and instill health

consciousness among them, the State shall endeavor to promote every

establishes a program - National Vision Screening Program (NVSP)

under the Department of Education (DepEd) which the intended to

referral and corrective measures for kindergarten pupils who are

suspected or diagnosed to have possible eye ailments.

In lieu of the foregoing premises, this research will assess and

determine the performance level of learners with poor eyesight in

Nasugbu East Senior High School, School Year 2022-2023.

Statement of the Problem

This study will assess and determine the performance level of

learners with poor eyesight of poor eyesight in Nasugbu East Senior

High School, School Year 2022-2023. 7

Significance of the Study

helpful to the following:

administrators an insight about how visual impairment may affect the

as useful basis for forthcoming programs for the students’ betterment. 8

data regarding their academic struggles. Results and findings will be

of use to set as actions that will be taken and to provide assistance to

these affected students.

Researchers. The information and insights to be gained in the

said problem as it will provide some sample possibilities on what