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Contact Lens, Academics and Self-Perception Study: Follow-up Results

Miller, Karina Y

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2020, Master of Science, Ohio State University, Vision Science.
Purpose and Introduction: The Contact Lens, Academics, and Self-Perception is a three year investigational study looking at the correction of refractive error in a small sample of high school students at Franklinton Preparatory Academy (FPA) and the resulting effect on self-perception and academics. The demographics of the FPA include students with academic and social difficulties, low-income backgrounds, and a high minority population. An earlier paper sought to find the effect on self-perception after putting subjects into glasses and contact lenses. Overall, there was an increase in some subscales of self-perception of the contact lens group and a decrease in self-perception subscales in the glasses group though the results were ultimately inconclusive. This paper investigated the effect that having glasses and contact lenses had on participants’ academic scores. A review of literature revealed studies focused on younger student groups and identifying the need for visual correction but little was found on refractive error in older student populations and any possible effect that correcting refractive error could have on academics. Methods: A standardized diagnostic test known as the i-Ready Assessment was used to look at the mathematics and reading scores both prior to having glasses/contact lenses and after having received glasses/contact lenses. Two-sample t-tests were run to determine if there were significant differences between individual participant scores and the respective class average prior to and after receiving glasses as well as looking at the study group as a whole compared to the respective class averages. Participants’ scores were then plotted on a line graph to look at general trends over the course study compared to class averages. Participants were also given a survey at the completion of the study to provide subjective thoughts on glasses and contact lenses and the impact on their academic performance. Results: When individual scores were compared to class average, there was no significant difference between each CLASP participant and the respective class average with one exception. One participant experienced a large drop in reading scores after receiving glasses and was found to have a significantly lower score compared to the class average. When looking at the CLASP participants and the respective class averages, there was again no statistically significant difference between CLASP participants as a group and their respective class averages. Lastly, there was no obvious trend in assessment scores in participants that were put into glasses or contact lenses. Some students saw a decrease in assessment scores while others saw an increase in assessment scores. The analyses that were run were also less likely to report any statistical significance due to the small sample size of the study and high standard deviations. Despite the inconclusive evidence regarding assessment scores, all participants that completed the survey reported that being in glasses has made school work easier and most reported that having glasses has helped their academic performance. The participant in contact lenses remained neutral on whether contact lenses has helped their academic performance. Conclusions: Although statistical analysis did not pick up any significant p-values or trends in the students’ scores, it is important to consider the student population being investigated. Most students placed below grade level on reading and mathematics and there was a large spread in the scores and placement levels of these students making the data noisier and finding a precise mean and general trend was more difficult to find. Nonetheless, the subjective feedback from the students revealed that they did find that having glasses did have a positive impact on their academics. This combined with the need for vision care in this student demographic demonstrates that the possible effect of correcting refractive error on academics is worth further investigation.
Jacqueline Davis, OD, MPH (Advisor)
Heidi Wagner, OD, MPH (Committee Member)
Dean VanNasdale, OD, PhD (Committee Member)
95 p.

Recommended Citations

Citations

  • Miller, K. Y. (2020). Contact Lens, Academics and Self-Perception Study: Follow-up Results [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586881377813119

    APA Style (7th edition)

  • Miller, Karina. Contact Lens, Academics and Self-Perception Study: Follow-up Results. 2020. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1586881377813119.

    MLA Style (8th edition)

  • Miller, Karina. "Contact Lens, Academics and Self-Perception Study: Follow-up Results." Master's thesis, Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586881377813119

    Chicago Manual of Style (17th edition)