Effects of Visual Impairment On Teenage Learners As Perceived by Selected Senior High School (SHS) Students

EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE LEARNERS
AS PERCEIVED BY SELECTED SENIOR HIGH SCHOOL (SHS)

STUDENTS
A research study presented

to the Integrated Basic Education Department
of Mount Carmel College Baler
In partial fulfilment of the requirements

for Practical Research 2
JAIMIE D. LA PENA
AD VERA DR. ASUNCION
SYCHERA R. SINDAC
October 2018
To our beloved parents,
a special feeling of gratitude for their words of encouragement,
spending their precious time and sharing knowledge without hesitation,
this research is wholeheartedly dedicated.
APPROVAL SHEET
This research study entitled “EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE

LEARNERS AS PERCEIVED BY SELECTED SENIOR HIGH SCHOOL (SHS)
STUDENTS,” prepared and submitted by JAIMIE D. LA PEÑA, AD VERA DR.
ASUNCION, SYCHERA R. SINDAC, Grade 12 Science, Technology, Engineering and
Mathematics (STEM) students of Mount Carmel College of Baler (MCCB), in partial fulfilment
of the requirements for Practical Research 2, has been examined and is recommended for
acceptance and approval of oral examination.
ROMMEL N. ANGARA
Practical Research 2 Teacher
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of ____.
ROMMEL N. ANGARA ROSALITO T. ABIN

Chairman Co-chairman
Accepted and approved in partial fulfilment of the requirements for Practical Research 2.
October 1, 2018 DR. VIRGINIA G. SACRAMENTO

Date Principal III
Integrated Basic Education Department
ACKNOWLEDGMENTS
This research study would not have been completed without the help of the following:
First of all, we are grateful to the Almighty God for establishing us to complete this
research, the infinite source of knowledge and wisdom, from whom we learned to appreciate
goodness, truth, and beauty as timeless values that need to be integrated into every aspect of our
lives.
Our beloved parents, sources of strength, comfort and encouragement, for providing us
not only financial support but also in unceasing moral support in all our undertakings including
this study.
Mr. Rommel N. Angara, our research teacher, Senior High School (SHS) faculty member
of the Integrated Basic Education Department (IBED), for his insightful comments and useful
suggestions for the improvement of our work.We are extremely grateful to him for his expert,
sincere, and valuable guidance and encouragements extended to us.
The class advisers of those selected students of Mount Carmel College of Baler (MCCB),
the subject of our study, for showing no hesitation in answering the survey questionnaires
distributed among them.
The various writers, whose ideas, concepts and principles helped ignite our passion for
inquiry, and research, and whose works are properly cited in this study.
Our research teammates, who poured their blood, sweat, tears into this study which
eventually made them realize the significance of patience as a virtue.
To all these mentioned, we hereby extend our profoundest gratitude.
Jaimie D. La Pena
Ad Vera DR. Asuncion
Sychera R. Sindac
ABSTRACT
This research study was an attempt to determine the effects of visual impairment
on teenage learners as perceived by selected senior high school (SHS) students of Mount
Carmel College of Baler (MCCB), Aurora during the school year 2018-2019. The
researchers found out that 22% of the participants completely aware

TABLE OF CONTENTS
TITLE PAGE ………………………………………………………………………………
DEDICATION ……………………………………………………………………………..
APPROVAL SHEET ………………………………………………………………………
ACKNOWLEDGMENTS …………………………………………………………………
ABSTRACT ………………………………………………………………………………
TABLE OF CONTENTS …………………………………………………………………..
LIST OF TABLES …………………………………………………………………………
LIST OF FIGURES ………………………………………………………………………
CHAPTERS
1. THE PROBLEM AND ITS SETTING
Introduction ………………………………………………………………………...
Conceptual framework ……………………………………………………………
Statement of the problem …………………………………………………………
Statement of the assumptions ………………………………………………………
Scope and limitation of the study …………………………………………………..
Significance of the study …………………………………………………………
Definition of terms …………………………………………………………………

2. REVIEW OF RELATED LITERATURE AND STUDIES
3. RESEARCHMETHODOLOGY
Participants …………………………………………………………………………
Research design ……………………………………………………………………
Sampling procedure ………………………………………………………………
Research instruments ………………………………………………………………
Data-collection techniques …………………………………………………………
Data analysis ………………………………………………………………………
4. PRESENTATION, ANALYSIS, AND ITERPRETATION OF DATA

5. SUMMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary …………………………………………………………………………
Conclusions ………………………………………………………………………
Recommendations ………………………………………………………………….
REFERENCES ……………………………………………………………………………
APPENDICES ……………………………………………………………………………..
A. Letter of request for permission to conduct the research …………………………..

B. Letter to the respondent ……………………………………………………………
C. Questionnaire ………………………………………………………………………
D. Graphs ……………………………………………………………………………...
CURRICULUM VITAE …………………………………………………………………

LIST OF TABLES
Table 1.1 Percentages of the major global causes of moderate to severe vision
impairment
LIST OF FIGURES
CHAPTER 1
THE PROBLEM AND ITS SETTING
This chapter introduces the problem of the study and its setting and presents the
conceptual framework of the study, the statement of the problem, the statement of the
assumptions, the scope and limitation of the study, the significance of the study, and the
definition of terms.
Introduction
In the world today many people are either partially or totally blind. Visual
impairment comes to different persons in different ways and many people have some type
of visual problem at some point in their lives. These types of conditions are often easily
treated with eyeglasses or contact lenses (Teens Health 2016). Some babies
have congenital blindness, which means they are visually impaired at birth (Jonathan H.
Salvin, MD, 2016). Congenital blindness can be caused by a number of things — it can
be inherited, for instance or caused by an infection that transmitted from the mother to the
developing fetus during pregnancy. There are conditions that may cause vision loss after
birth. A cataract is a clouding of the lens in the eye that affects vision. Most cataracts are
related to aging. Cataracts are very common in older people. By age 80, more than half of
all Americans either have a cataract or have had cataract surgery.
The impairment of color vision, both congenital and acquired are not uncommon
specially among males. The generally result in one’s being unable to distinguish colors
that are readily distinguished by people with normal vision There are at least two issues
related to the brightness or darkness of the environment in which a person is trying to see:
adaptation and glare. The normal visual system is able to adjust its sensitivity rapidly
(adapt), so that one can see well over the very wide range of light intensities encountered
in normal life. Impairments of adaptation can leave one unable to see well at low or high
light levels. The SSA criteria do not touch on impairments of light or dark adaptation
There are currently 45 million blind people in the world. It also states that every
five seconds, one person in the world goes blind.. According to Mr. Tamru Ewnetu Belay
some people are completely blind, but many others have what's called legal blindness.
They haven't lost their sight completely but have lost enough vision that they'd have to
stand 20 feet from an object to see it as well as someone with perfect vision could from
200 feet away.
Conceptual framework
Effects of visual impairment on teenage learners as perceived

by selected senior high school (SHS) students
Effects of visual impairment on the academic performance

Helpful suggestions of the participants to minimize the
effects of visual impairment on the academic performance
Figure 1. Conceptual framework on the effects of Visual Impairment on the teenage
learners as perceived by the selected Senior High School (SHS) students
The illustration shows that the senior high school (SHS) students of Mount Carmel
College of Baler (MCCB) were experiencing different effects towards the visual
impairment due to their academic performance from the school year 2018-2019.
Therefore, it reveals that they have different helpful suggestions to minimize those
effects.
Statement of the problem
This research study was an attempt to determine the effects of visual impairment
on the academic performance of teenage learners as perceived by selected senior high
school (SHS) students of Mount Carmel College of Baler (MCCB), Aurora during the
school year 2018-2019. Specifically, it sought to answer the following questions:
1. What is the profile of the participants in terms of
(a) age,
(b) sex, and
(c) levels of awareness about the effects of visual impairment?

2. What are the effects of visual impairment on the academic performance of
teenage learners?
3. What are the helpful suggestions of the participants to minimize the effects of
visual impairment on the academic performance of teenage learners?
Statement of the assumptions
Based on the statement of the problem, the following assumptions were formulated:
1. That the majority of the participants exhibit favorable perceptions toward the
effects of visual impairment on teenage learners;

2. That the majority of the participants were favorable of the effects of visual
impairment are 17 years old.

3. That most of the participants was experiencing those given effects while in the
school.
4. That the majority of the participants were favorable towards the effects of
visual impairment are females.

5. That more than a half of the population of the participants was perceived
towards the effects of visual impairment are females.

6. That approximately one-fourth of the participants are men and most of them
were had a same conclusion of answers.

7. That the participants have practical suggestions and reflect on the given
choices of the research team.
Scope and limitation of the study
The study is limited to only fifty students comprising 5% the population of senior
high school (SHS) students of Mount Carmel College of Baler (MCCB), Aurora during
the school year 2018-2019 the participants consisted of 25 grade 11 students representing
2.5% of the population and 25 grade 12 students comprising the 2.5%. There were 32
females representing 64% and 18 males representing 36% of the overall limitations.
Significance of the study
This research study is significant to the following persons:
To the school administrator. The K-12 curriculum was implemented during the
peak years of the digital age, it primarily educates millennial. In this connection, it is
important for school heads to know the needs and wants of the students of this generation
so that they can better understand the behaviour of the students inside and out of the
campus. With sufficient knowledge about such interests, school administrators, along
with faculty members, can create better learning programs in which students can actively
participate.
To the school principal. A better understanding of students’ attitudes starts from the
head of the institution. It is essential for the school principal to comprehend or have an
idea about references in popular effects and suggestions regarding to the visual
impairment. In addition, they will be able to guide his/her teachers in creating more
effective steps in learning materials.
To the guidance counsellor. The situation of an individual student inside the class
room was different compare to each other. More often on what’s written on the board.
Since the duty of a guidance counsellor is to guide students and understand their
behaviour, it is vital for them to gain information about what many student like and
dislike in class while the discussion. With such knowledge, they can better relate to their
students while helping them to develop their personalities inside the school.
To the teachers. As the “second parents” of students, teachers must also keep up
with what their classes like and what catches their attention. Learning materials, creating
a unique way of teaching but at the same time giving an importance to the different
situation of each student. Meaning, not all the students are gifted to technically and easily
follows the lesson written on the board. On the other side teacher must update their
knowledge and materials. Moreover, this research study can also help teachers, who are
also a parents, find better way of motivating their students to learn.
To the researchers themselves. The researcher team agreed on the research title to be
able to find the effects of visual impairment as perceived by the selected students.
Furthermore, this study serves as a reference for the researchers in conducting future
research studies. Through this research study, the research team was able to gather
additional knowledge about the effects of visual impairment on their academic
performance as perceived by the selected senior high school students.
To other researchers. This research paper may interests’ researcher or student
researchers in particular. Students of the present generation should get and have an idea
regardless of the effects of visual impairment. The students also should get suggestions to
minimize and overcome those effects. Moreover, this study may inspire other researchers
to undertake related research studies.
Definition of terms
For the sake of clarity, the following unfamiliar terms used in the study are hereby
defined conceptually/theoretically and operationally:
Blindness. Lacking the power of sight or overpower with light.
Cataract. A clouding of the lens of the eye or of its surrounding transparent
membrane that obstructs the passage of light.
Diabetic. Occurring in or caused by diabetes.
Eyes. It is the most important organ for finding out about the world around us.
We use our eyes to gain knowledge. The eye measures only about an inch across. But it is
the only sense organ that can overcome great distances.The eye can see very bright light
and very dim light.
Glaucoma. A disease of the eye marked by increased pressure within the
eyeball that can result in damage to the optic disk and gradual loss of vision.
Retina. The sensory membrane that lines the eye, is composed of several layers
including one containing the rods and cones, and functions as the immediate instrument
of vision by receiving the image formed by the lens and converting it into chemical and
nervous signals which reach the brain by way of the optic nerve.
Retinopathy. Is a any of various non-inflammatory disorders of the Retina
including some that cause blindness body in the eye that focuses light rays as upon the
retina.
Senior High school. This refers to Grade 11 and 12 which are the additional 2
years of basic education of the K-12 Curriculum launched by the Department of

Education (DepEd) in the Philippines such students are called “senior high school
students”
Visual impairment. Is a low vision is a severe reduction in vision that cannot be
corrected with standard glasses or contact lenses and reduces a person's ability to function
at certain or all tasks.
CHAPTER 2
REVIEW OF RELATED LITERATURES
This chapter will present various studies related to the topic being discuss that
will start from the independent variable to the dependent variables and the relationship
that exist between variables
Visual Impairment
According to Medical-Dictionary 2003-2018 total blindness is the inability to tell
light from dark, or the total inability to see. Visual impairment or low vision is a severe
reduction in vision that cannot be corrected with standard glasses or contact lenses and
reduces a person's ability to function at certain or all tasks. Legal blindness which is
actually a severe visual impairment. Students with visual impairments may need
instruction in or facilitated through one or more of the following: braille, large print,
auditory or other alternate formatted materials and computer or other technology.
If you want your yes to give you a lifetime of good service, you must take care of
them take care of them. Children should have vision tests each year. Every adult over the
age 40 needs a thorough eye examination at least every two years. These examinations
may uncover eye effects and diseases. Blurred vision or pain in the eye may indicate
disease. Eye diseases also may cause may cause unusual redness, excessive watering, and
irritation or itching of the eye. You should see a doctor if any of these symptoms tests for
more than a day or two. (pg. 357)
Visual impairment (VI) refers to a functional loss of vision. Significant VI refers
to loss of visual acuity (VA) and/or loss of visual field that makes it difficult or
impossible for people affected to complete daily tasks without specialized adaptations. VI
is usually classified according to the VA of the better eye and to visual field defects.
Different definitions and classifications have been used in different contexts. According
to Rehabilitation Program Plan (2007), VI is defined as follows:
Total blindness: persons with no visual function, i.e. no light perception. Low
vision (divided into three levels according to the VA of the better eye with correcting
glasses). Severe low vision ― persons with VA of 6/120 or worse and persons with
constricted visual field in which the widest field diameter subtends an angular sub-tense
of 20 degrees or less, irrespective of the VA; Moderate low vision ― persons with VA
from 6/60 to better than 6/120; Mild low vision ― persons with VA from 6/18 to better
than 6/60. (Remarks: VA of 6/60 means that the subject can only see at 6 meters what a
normal sighted person can see at 60 meters.)
As the term indicates, a visual impairment involves an issue with sight which
interferes with a student’s academic pursuits. The Individuals with Disabilities Education
Act (IDEA) officially defines the category as “impairment in vision that, even with
correction, adversely affects a child’s educational performance. The term includes both
partial sight and blindness.”
Table 1.1 Percentages of the major global causes of moderate

to severe vision impairment
The major global causes of moderate to

severe vision impairment Percentage
Uncorrected refractive errors 53%
Un-operated cataract 25%
Age-related muscular degeneration 4%
Glaucoma 2%
Diabetic retinopathy 1%
Table 1.2 Percentages of major causes of blindness
Major causes of blindness Percentage

Un-operated cataract 35 %
Uncorrected refractive error 21%
Glaucoma 8%
Keyboarding skills remain an important communication tool. According to
Nationally Certified Orientation and Mobility Specialist (COMS) the computer, with
appropriate adaptations (voice synthesis, enlarged screen, refreshable Braille, Braille
print-out,), can become an integral part of the student's ability to perform academic
requirements appropriately. Visual impairment is a low incidence condition, but it can
have a high impact on student performance. Material and equipment must be carefully
chosen to meet the unique needs of each student with a visual impairment. A visual
impairment can also occur when the central nervous system is damaged, since the brain
not only governs and coordinates the optical system but also interprets (process) the
visual stimuli sent to it by the eyes. It also affects Development "norms" are based on
observations of sighted, intact children. Although it appears to be true that the more sight
a visually impaired child has, the more likely he/she is to develop at a normal rate, there
is little research to support a direct comparison of blind children to sighted norms. In fact,
current research suggests that blind children may have their own set of norms . Therefore,
what may appear to be a "delay" for a blind child may, in fact, be normal for him/her.
There are no developmental norms for blind children because of the low prevalence and
because there is a lack of any regional or national database from which to draw
inferences. Until norms become available, therefore, visually impaired children will
continue to be compared developmentally to sighted children, and "delays" may continue
to be noted.
The most noticeable delay in development for visually impaired children is in
motor areas. Since vision is a motivating sense, many of the motor milestones may fail to
occur when expected. Early intervention has been able to minimize these delays in many
cases.
The refinement of motor skills is another area of concern, since vision monitors
practiced improvement. "Visually-directed reach" is one of the first refined movements
developed in this manner; it begins with the asymmetric tonic neck reflex, when the
child's eyes are forced to look at his/her hands. If insufficient vision exists, this reflex
may not serve its purpose-, instead of disappearing, it may persist past the time it should
have disappeared. "Hand regard" and "engaging hands at midline" are also visually-
based; when vision is impaired, they may not serve their intended purpose of refining the
movements. Hearing is not an equal motivator for reaching, since it develops later in the
first year (in intact normal infants as well as intact visually impaired infants). Therefore,
reach-on-sound is not an equivalent behavior to "reach-on-visual-cue" (though it should
certainly be encouraged in blind babies).
Fine motor skills may develop more slowly for visually impaired children, since
vision allows both imitation and refinement of skills. Grasp patterns may progress more
slowly (inhibiting the use of spoons, crayons, etc.), and "school skills" such as block
building, pasting, coloring, and using scissors may appear to be delayed. The lack of
these skills should not be used as an indicator of retardation, however, since such delays
might be expected (especially of blind children); these skills are usually acquired
satisfactorily, although somewhat later.
The mechanisms for developing intelligence are not clearly identified. The other
senses do not provide the rich supply of information about the world that vision does, and
are not totally adequate substitutes. However, blind children do construct their world, and
do develop intelligence. The provision of many and varied concrete experiences ("hands
on" and interactive), early in life and continued through the preschool years, can help
totally blind children (and most visually impaired children) achieve their cognitive
potential.
Language development can be misleading for visually impaired children. Initially
(in the babbling, pre-verbal stages), visually impaired infants show little delays. Even at
the beginning verbal stages, visually impaired children are generally able to imitate
words and syntax. It is when language begins to have meaning that visually impaired
children begin to exhibit delays. They have difficulty attaching meaning to objects or
actions they cannot observe clearly (or not at all). Because they may fail to separate the
"me" from the "not-me" (as late as kindergarten or first grade), pronoun usage may be
inappropriate or delayed. Describers (adjectives or adverbs) may be added to their
vocabulary more slowly. Echolalia may persist as a auditory feedback of sound (without
meaning), however, delayed echolalia (where echoed words are used in a later time
period) can be an attempt to use language to communicate. Sometimes, a visually

impaired child is able to use many words and proper syntax but has no idea what he/she
is talking about (may use "proper" sentences/words which have minimal meaning to the
child; this type of language is usually spontaneous, and should not be confused with
echolalia, which is not spontaneous language). "Proper" but meaningless language can
earn good grades and high scores on tests, but it does not provide a language base for
reasoning purposes. It is vital that concrete experiences, early in life, build conceptual
foundations for meaningful language.
Self-help skills are primarily imitated skills. When vision is impaired, a child does
not have the ability to observe how others behave or care for their own needs. Most self-
help skills must be specifically taught to visually impaired children, and blind children
require the most time and attention given to these skills. Since independence is always a
primary goal for visually impaired children, attention to self-help skills at the preschool
level is an urgent consideration. The VI Teacher can usually give suggestions or
demonstrate techniques for such instruction.
Self-concept and a sense of identity are difficult areas for the visually impaired
toddler. The less vision a child has, the more likely it is that he/she will wait for a
stimulus; the passivity often seen in a blind child is related to his/her inability to be
stimulated by the environment. This can result in over-dependence on others. The
visually impaired child needs to act upon his/her environment in such a sway as to
receive self-initiated feed-back; he/she needs to learn that some degree of control over the
environment can be achieved. This locus of control issue is a vital one in building
confidence and positive self-image - both critical to later success in school and in the
work.
Social skills are a particular challenge for children with visual impairments. The
initial social skill of maternal bonding may be affected by impaired vision; eye contact
may not be made between the infant and its mother, and the intimate interaction may be
lost unless intervention is provided. The VI Teacher can provide ideas for alternatives
(nuzzling, tickling and talking). As the child gets older (becomes a toddler), a great many
social gestures may not be learned because the child does not observe them
spontaneously. Actions such as waving "bye-bye," head-nodding/head-shaking to mean
"yes" or "no," or facing the speaker during conversation may have to be taught
specifically to the visually impaired child. Negative behaviors such as nose picking, eye
poking, thumb sucking, "finger flicking," or rocking may have to be extinguished through
reminders or behavior modification planning. Imitative self-help skills may have to be
taught, step-by-step. An orientation away from egocentricity and toward others may need
to be included in special programming. Since social skills are a primary factor in
mainstreaming success, they need to be taught early and continuously.
One aspect of social skills is often overlooked - that of play. Visually impaired
children may not know how to play because they do not observe how objects are used by
others or what models of objects (cars, dolls and miniature tools) mean. Exploratory
behaviors (mouthing, waving, shaking and hanging) may persist beyond appropriate ages.
Since play is imaginative behavior based on observed actions, specific efforts may have
to be made to demonstrate (preferably with real objects) how things work and how they
are used. Until the visually impaired child understands the functions of objects (and
tools), he/she cannot imitate these functions ("pretend" or play).

Another facet of social skills that is often underemphasized is conversation.
Visually impaired children sometimes have difficulty initiating, maintaining, and bringing
closure to conversations. Some of these difficulties are due to the inability to observe
facial expressions and body language, but the child's lack of experiences and
egocentricity may also contribute to the problem. Specific attention may need to be given
to conversational skills (e.g., talking about events, people, objects, and encouraging the
child to talk about them as well; reading a story and asking the child to fill in details or
even retell the story). If these skills are practiced in early childhood, they may be less
trouble-some later, in school and in life.
Students with visual impairments may need additional help with special
equipment and modifications in the regular curriculum to emphasize listening skills,
communication, orientation and mobility, vocation/career options, and daily living skills.
Students with low vision or those who are legally blind may need help in using their
residual vision more efficiently and in working with special aids and materials. Students
who have visual impairments combined with other types of disabilities have a greater
need for an interdisciplinary approach and may require greater emphasis on self-care and
daily living skills. Early identification and treatment, as well as genetic counseling for
inherited diseases such as albinism and retinitis pigmentosa are important in the
management of Visual Impairment (VI). Treatment may be needed for some medical
conditions. These include surgery for cataract and laser therapy for retinal problems of
prematurity. Corrective lens and optical aids will help to maximize the use of residual
vision.
Training can help to improve the development of children with VI. Through a
multi-sensory approach, clear verbal guidance by adults and encouragement of active
exploration by the child, they are guided in concepts development such as object
permanence and categorization of objects and ideas, in language use, and in becoming
independent in self-care and mobility (Holbrook, M. C. 1996, Children with Visual
Impairment).
Visual Impairment due to ocular causes such as cataract and glaucoma can be
improved if treated early, and those caused by an injury to the visual center of the brain
may also show improvement over time. In contrast, degenerative diseases may gradually
lead to deterioration of vision, such as the progressive constriction of the visual field in
retinitis pigmentosa. Unemployment rate continues to be high for individuals with Visual
Impairment (VI), partly due to inadequate support from employers and society as a
whole, and partly due to unavailability of adaptive equipment to facilitate their
participation. With advancement in technology such as speech output computer
applications, portable electronic braillers and print-enlarging devices, it is envisioned that
broadened employment opportunities will be available to persons with Visual Impairment
(VI) in the coming future.

CHAPTER 3
RESEARCH METHODOLOGY
This chapter describes the participants, the research design, the sampling
procedure, the research instruments, the data-collection techniques, and the data
analysis.
Participants
The respondents of the study were fifty Senior High School (SHS) of Mound
Carmel College of Baler (MCCB) for the first semester of the school year 2018-2019.
Twenty-five of them were grade 11 students, and the other twenty-five were grade 12
students. They constituted 5% of the total population of the SHS students of MCCB.
They were composed of 18 males and 32 females. They were non-randomly chosen from
four strands such as Accounting Business and Managements Strand (ABM), General
Academics Strand and Humanities and Social Sciences (HUMSS), and Science
Technology Engineering and Mathematics Strand (STEM). they were asked to provide
responses to the same set of questions about the effects of visual impairments on teenage
learners.
Research Design
The research design adopted was non-experimental quantitative research design,
“A non-experimental research is that many variables of interest in social science cannot
be manipulated because they are attribute variables, such as gender, socioeconomic
status, learning style, or any other personal characteristic or trait” (Belli, 2008, p. 60) the
particular type of non-experimental quantitative research design used was survey, “survey
research is where you design questionnaire to obtain information regarding individuals’
behaviours, attitudes, or opinions” (Raacke, 2014, p. 70). the participants were asked the
same set questions about effect of visual impairments on teenage learners. A deductive
approach of inquiry was adopted, starting with theoretical research question and ending
with the use of empirical data for analysis and interpretation.
Sampling procedure
The sampling method employed was non-probability sampling, otherwise known
as non-random sampling, “it is a sampling procedure that will not bid a basis for any
opinion of probability that elements in the universe will have a chance to be included in
the study sample” (Etikan I. & Bala K., 2017, p. 1) A specific type of non-probability
sampling used was availability sampling, in which people who are easy to find or locate
are picked out.
Research instruments
To obtain relevant data from the participants, the researchers used a combination
of the researcher-completed and participants-completed instruments, particularly a survey
questionnaire with the combined features of the open-ended and closed-ended

questionnaires. The survey questionnaire consisted of three parts, the first part on the
status of the participants, the second part on the attitudes of the participants toward
Data-collection techniques
As previously mentioned, the researchers constructed a three-part survey
questionnaire. Their research teacher critiqued it, offered suggestions for improvement,
proofread it, asked them to reprint and submit a copy of it for his approval. When he
finally approved it, they distributed copies of it among the respondents with the
permission of the class adviser of the latter.
For Part 1 of the questionnaire, the respondents supplied the needed data such as
age, sex, and level of awareness. For Part 2, they rated the statements about the effects of
visual impairment on teenage learners according to response codes such as 5 (Extreme
effect), 4 (High effect), 3(Moderate effect), 2(Slight effect) and 1(No effect). For Part 3,
they rated the statements helpful suggestions of the participant to minimize the effects of
visual impairment on teenage learners according to response codes such as 5(Extremely
helpful suggestion), 4(Very helpful suggestion), 3(Moderately helpful suggestion),
2(Slightly helpful suggestion), and 1(Not a helpful suggestion). For verification purposes,
personal interviews with them were conducted.
The researchers tallied, tabulated, analyzed, and interpreted the data by means of
descriptive statistical techniques.
Data analysis
In order to correctly interpret the data gathered from the administration of the
instruments and other data-collection techniques, the researchers used descriptive

statistical techniques such as frequency counts, percentages, ranking method, mean rating
(MR) and grand MR computations.
Cross tabulation was done to show the frequency and percentage distribution of
data using the following formula:
f
= x 100
N
where % is the percentage
f is the frequency, and
N is total number of the participants
The ranking method was also employed with the following formula:
R1 + R 2
final R=
n
where the final R is the final ranking
R1 is the rank of one of the variable as arranged in chronological order
R2 is the rank of the other variable, and
n is the total number of the variables
Moreover, the MR, also known as weighted mean or weighted average, was
calculated with the following formula:
f ( 1 )+ f ( 2 ) +f ( 3 )+ f ( 4 ) +f (5)
MR=
N
where MR in mean rating
f is the frequency (number of responses) per category, and
N is the total number of the participants
After the MR computation, the grand MR was calculated, too, with the following
formula:
grand MR=
∑ MR
n
where grand MR is the grand mean rating
∑ MR is the sum of all the mean rating, and
n is the total number of the data set
As shown on the given table, a five point scale, which is specifically unipolar
scale, was used to rate the statements on the perceptions of the participants toward the
effects of visual impairment on teenage learners.
Weight Range Verbal interpretation Meaning (Description)

(Value interval
assigned) (Scale)
5 4.20 – 5.00 Extreme effect Total impact
4 3.40 – 4.19 High effect Great impact
3 2.60 – 3.39 Moderate effect Medium impact
2 1.80 – 2.59 Low effect Slight impact
1 1.00 – 1.79 No effect No impact
Also shown on the following table is a five-point scale, similarly a unipolar scale,
which was employed to rate the statements on the suggestions of the participants to the
effects of visual impairment on teenage learners.
Weight Range Verbal interpretation Meaning (Description)

(Value interval
assigned) (Scale)
5 4.20 – 5.00 Extremely helpful A proposed idea which
suggestion is totally important
4 3.40 – 4.19 Very helpful suggestion A proposed idea which
is important to a great
extent
3 2.60 – 3.39 Moderately helpful A proposed idea which
suggestion is important to some extent
2 1.80 – 2.59 Slightly helpful suggestion A proposed idea which
is important to a little
extent
1 1.00 – 1.79 Not a helpful suggestion A proposed idea which
is not important
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter highlights the presentation, analysis and interpretation of the data gathered.
Table 2.1 Frequencies and percentages of age
f
Demographic variables R
(%)
Age
3
15 3
(6)
2
16 4
(4)
25
17 1
(50)
19
18 2
(38)
1
19 5
(2)
50
Total
(100)
Table 2.1 showing the frequency and percentage of the age of respondents reveals that
among the 50 respondents, 25 respondents representing 50% are 17 years old, 19 respondents
representing 38% are 18 years old, three respondents representing 6% are 15 years old, two
respondents representing 4% are 16 years old, and the last one respondent representing 2% is 19
year old.
As shown in the table 2.1 there are greater participants who are in the age of 17
representing ½ of the population, while the participants having an age of 15 representing the part
of the respondents. Therefore, the participants with the age of 19 representing the
Table 2.2 Frequencies and percentages of sex
f
Demographic variables R
(%)
Sex
18
Male 2
(36)
32
Female 1
(64)
50
Total
(100)
Table 1.2 showing the frequency and percentages of the sex of the respondents indicate
that among the 50 respondents, thirty two of them representing 64% are female and eighteen of
them representing 36% are male.
Table 2.3 Frequencies and percentages of the levels of awareness about the effects of visual
impairment on teenage learners
Levels of awareness about the effects of visual impairment in Total

teenage learners
Sex Extremely Very Moderately Slightly Not at all
aware aware aware aware aware
(5) (4) (3) (2) (1)
f f f f f
(%) (%) (%) (%) (%)
4 3 7 4 0 18
Male
(8) (6) (14) (8) (36)
7 4 18 3 0 32
Female
(14) (8) (36) (6) (64)
11 7 25 7 0 50
Total
(22) (14) (50) (14) (100)
As shown on Table 1.3, there are four male respondents representing 8% said extremely
aware about the effects of visual impairment on teenage learners, three male respondents
representing 6% said very aware, seven male respondents representing 14% said moderately
aware, four male respondents representing 8% said slightly aware and no male respondents said
not at all aware with a total of eighteen male respondents representing 36%. While, there are
seven female respondents representing 14% said extremely aware, four female respondents
representing 8% said very aware, eighteen female respondents representing 36% said moderately
aware, three female respondents representing 6% said slightly aware, and no female respondents
said not at all aware.
Table 3.1 Frequencies and percentages on items on effects of visual impairment
on teenage learners
Effects of visual Extreme High Moderate Low No

impairment on effect effect effect effect effect Total
teenage learners (5) (4) (3) (2) (1)
f f f f f f
(%) (%) (%) (%) (%) (%)
1. The affected 12 15 17 5 1 50
learner has low (24) (30) (34) (10) (2) (100)
self- esteem.
2. The affected 5 22 21 1 1 50
learner has a (10) (44) (42) (2) (2) (100)
diminished self-
control in able to
control only his/her
inner world.
3. The affected 9 20 16 4 1 50
learner suffers from (18) (40) (32) (8) (2) (100)
impaired motor
development.
4. The affected 9 14 17 5 5 50
learner is unable to (18) (28) (34) (10) (10) (100)
be independent.
5. The affected 13 15 14 5 3 50
learner is hesitant (26) (30) (28) (10) (6) (100)
to explore things
around him/her for
fear of the
unknown.
6. The affected 16 14 11 8 1 50
learner misreads (32) (28) (22) (16) (2) (100)
reading materials.
7. The affected 22 11 9 7 1 50
learner is being (44) (22) (18) (14) (2) (100)
confused about
letters, words, and
sentences.
8. The affected leaner 24 10 6 10 0 50
is unlikely to see (48) (20) (12) (20) (100)
far objects.
9. The affected 15 7 15 8 5 50
learner is unable to (30) (14) (30) (16) (10) (100)
perform daily tasks
well.
10. The affected 10 18 10 10 2 50
learner has (20) (36) (20) (20) (4) (100)
difficulties in
manipulating
objects.
11. The affected 10 15 15 5 5 50
learner is afraid of (20) (30) (30) (10) (10) (100)
committing errors
in both academic
and non-academic
activities.
12. The affected 9 11 14 8 8 50
learner is bullied. (18) (22) (28) (16) (16) (100)
13. The affected 10 10 7 10 13 50
learner is likely to (20) (20) (14) (20) (26) (100)
drop from his/her
class.
14. The affected 8 11 14 12 5 50
learner has less (16) (22) (28) (24) (10) (100)
participation in
both community,
and
organizational
activities.
15. The affected 10 8 14 10 8 50
learner has a poor (20) (16) (28) (20) (16) (100)
social relationship.
TOTAL 182 201 200 108 59
(24.27) (26.80) (26.67) (14.40) (7.87)
As shown on Table 2.1, there are twelve respondents representing 24% said extreme
effect on the first statement where affected learner has low self- esteem, while fifteen respondents
representing 30% said high effect and seventeen respondents representing 34% said moderate
effect, five respondents representing 10% said low effect and one respondents representing 2%
said no effect. In the second statement where the affected learner has a diminished self-control in
able to control only his/her inner world, five respondents representing 10% said extreme effect,
twenty-two respondents representing 44% said high effect, twenty-one respondents representing
42% said moderate effect, while one respondent representing 2% said low effect and also, the last
respondent representing 2% said no effect. In the third statement where the affected learner
suffers from impaired motor development, nine respondents representing 18% said extreme
effect, twenty respondents representing 40% said high effect, sixteen respondents representing
32% said moderate effect, and four respondents representing 8% said low effect, while the last
respondent representing 2% said no effect. The fourth stated that the affect learner is unable to be
independent where nine respondents representing 18% said it is extreme effect, fourteen
respondents representing 28% said it is high effect, seventeen respondents representing 34% said
it is moderately effect, five respondents representing 10% said it is low effect and five
respondents representing 10% said it is no effect. In the fifth statement where the affected learner
is hesitant to explore things around him/her for fear of the unknown, thirteen respondents
representing 26% said it is extreme effect, fifteen respondents representing 30% said it is high
effect, fourteen respondents representing 28% said it is moderate effect, five respondents
representing 10% said it is low effect, and three respondents representing 6% said it is no effect.
In the sixth statement where the affected learner misreads reading materials, sixteen respondents
representing 32% said it is extreme effect, fourteen respondents representing 28% said it is high
effect, eleven respondents representing 22% said it is moderate effect, eight respondents
representing 16% said it is low effect and one respondents representing 2% said it is no effect. In
the seventh statement where the affected learner is being confused about letters, words, and
sentences, there are twenty-two respondents representing 44% said it is extreme effect, eleven
respondents representing 22% said it is high effect, nine respondents representing 18% said it is
moderate effect, seven respondents representing 14% said it is low effect, and one respondents
representing 2% said it is low effect. In the eighth statement where the affected learner is unlikely
to see far objects, there are twenty-four respondents representing 48% said it is extreme effect,
ten respondents representing 20% said it is high effect, six respondents representing 12% said it is
moderate effect, ten respondents representing 20% said it is low effect, and no respondent said it
is no effect. In the ninth statement where the affected learner is unable to perform daily tasks
well, there are fifteen respondents representing 30% said it is extreme effect, seven respondents
representing 14% said it is high effect, fifteen respondents representing 30% said it is moderate
effect, eight respondents representing 16% said it is low effect, and five respondents representing
10% said it is no effect. In the tenth statement where the affected learner has difficulties in
manipulating objects, there are ten respondents representing 20% said it is extreme effect,
eighteen respondents representing 36% said it is high effect, ten respondents representing 20%
said it is moderate effect, ten respondents representing 20% it is low effect, and two respondents
representing 4% said it is no effect. In the eleventh statement where the affected learner is afraid
of committing errors in both academic and non-academic activities, there are ten respondents
representing 20% said it is extreme effect, fifteen respondents representing 30% said it is high
effect, fifteen respondents representing 30% said it is moderate effect, five respondents
representing 10% said it is low effect, five respondents representing 10% said it is no effect. In
the twelfth statement where the affected learner is bullied, nine respondents representing 10%
said it is extreme effect, eleven respondents representing 22% said it is high effect, fourteen
respondents representing 28% said it is moderate effect, eight respondents representing 16% said
it is low effect, and eight respondents representing 16% said it is no effect. In the thirteenth
statement where the affected learner is likely to drop from his/her class, there are ten respondents
representing 20% said it is extreme effect, ten respondents representing 20% said it is high effect,
seven respondents representing 14% said it is moderate effect, ten respondents representing 20%
said it is low effect, and thirteen respondents representing 26% said it is no effect. In the
fourteenth statement where the affected learner has less participation in both community, and
organizational activities, there are eight respondents representing 16% said it is extreme effect,
eleven respondents representing 22% said it is high effect, fourteen respondents representing 28%
said it is moderate effect, twelve respondents representing 24% said it is low effect, and five
respondents representing 10% said it is no effect. In the last statement where the affected learner
has a poor social relationship, there are ten respondents representing 20% said it is extreme effect,
eight respondents representing 16% said it is high effect, fourteen respondents representing 28%
said it is moderate effect, ten respondents representing 20% said it is low effect, and eight
respondents representing 16% said it is no effect.
Table 3.2 Mean rating of the statements on effects of visual impairment
Effects of visual Mean Verbal Meaning

impairment on teenage rating interpretation (Description) R
learners (MR)
1. The affected learner has 3.64 High effect Great impact 4.5
low self- esteem.
2. The affected learner has a 3.58 High effect Great impact 7
diminished self-control in
able to control only
his/her inner world.
3. The affected learner 3.64 High effect Great impact 4.5
suffers from impaired
motor development.
4. The affected learner is 3.34 Moderate effect Medium impact 11
unable to be independent.
5. The affected learner is 3.60 High effect Great impact 6
hesitant to explore things
around him/her for fear of
the unknown.
6. The affected learner 3.72 High effect Great impact 3
misreads reading
materials.
being confused about
letters, words, and
sentences.
8. The affected leaner is 3.96 High effect Great impact 1
unlikely to see far
objects.
unable to perform daily
tasks well.
10. The affected learner has 3.48 High effect Great impact 8
difficulties in
manipulating objects.
afraid of committing
errors in both academic
and non-academic
activities.
12. The affected learner is 3.10 Moderate effect Medium impact 12.5
bullied.

likely to drop from
his/her class.
14. The affected learner has 3.10 Moderate effect Medium impact 12.5
less participation in both
community, and
organizational activities.
15. The affected learner has a 3.04 Moderate effect Medium impact 14
poor social relationship.
Grand MR 3.45 High effect Great impact
Table 2.2 shows the mean rating of the statements on the effects of visual impairment on
teenage learners, the statement “the affected leaner is unlikely to see far objects” has a mean
rating of 3.96. The statement “the affected learner is being confused about letters, words, and
sentences” has a mean rating of 3.92. The statement “the affected learner misreads reading
materials” has a 3.72. The statements “the affected learner has low self- esteem” and “the affected
learner suffers from impaired motor development” has the same mean rating of 3.64. The
statement “the affected learner is hesitant to explore things around him/her for fear of the
unknown” has a mean rating 3.60. The statement “the affected learner has a diminished self-
control in able to control only his/her inner world” has a mean rating of 3.58. The statement “the
affected learner has difficulties in manipulating objects” has a mean rating of 3.48. The statement
“the affected learner is afraid of committing errors in both academic and non-academic activities”
has a mean rating of 3.40. Based on the mean ratings, the mentioned effects of visual impairment
on teenage learners were high effect or having impact for the most part by the participants.
The statement “the affected learner is unable to perform daily tasks well” has a mean
rating of 3.38. The statement “the affected learner is unable to be independent” has a mean rating
of 3.34. The statements “the affected learner is bullied” and “the affected learner has less
participation in both community, and organizational activities” has the same mean rating of
3.10. The statement “the affected learner has a poor social relationship” has a mean rating of
3.04. Lastly, the statement “the affected learner is likely to drop from his/her class” has a mean
rating of 2.88. Those mean ratings aforementioned the effects of visual impairment on teenage
learners were moderate effect or having impact for some impact by the participants.
The grand mean rating for the effects of visual impairment on teenage learners is 3.45
which reflected that these are high effects or having impact for the most part by the participant.
Table 4.1 Frequencies and percentages on items on helpful suggestions to minimize
the effects of visual impairment on teenage learners
Helpful Extremely Very Moderately Slightly Not a

suggestions to helpful helpful helpful helpful helpful Total
minimize the suggestio suggestio suggestion suggestio suggestio
effects of visual n (5) n (4) (3) n (2) n (1)
impairment on f f f f f f
teenage learners (%) (%) (%) (%) (%) (%)
1. The affected 9 15 16 7 3 50
learner has to (18) (30) (32) (14) (6) (100)
use phones
with large key
pads.
2. The affected 14 10 17 4 5 50
learner needs to (28) (20) (34) (8) (10) (100)
move closer to
the object
he/she looks at
(e.g., the
television).
3. The affected 13 16 20 1 0 50
learner must (26) (32) (40) (2) (100)
put contrasting-
colored strips
on his/her
materials for
studying,
including
notebooks,
pens, etc.
4. The affected 18 14 14 4 0 50
learner must be (36) (28) (28) (8) (100)
knowledgeable
in using
adaptive
software on
his/her
computer to
help with
his/her writing
tasks.
5. The affected 17 16 12 4 1 50
learner should (34) (32) (24) (8) (2) (100)
try to enhance
the other senses
such as
hearing, and
touching
6. The affected 18 16 13 3 0 50
learner must (36) (32) (26) (6) (100)
allow extra
time to orient
himself/herself
as he/she
moves around
unfamiliar
spaces.
7. The affected 19 14 13 1 3 50
learner must (38) (28) (26) (2) (6) (100)
consistently
orient
himself/herself
about the
effects of
visual
impairment.
8. The affected 32 9 4 3 2 50
learner needs to (64) (18) (8) (6) (4) (100)
wear
eyeglasses
prescribed by
optometrists.
9. The affected 27 15 4 3 1 50
learner should (54) (30) (8) (6) (2) (100)
have free eye
check-up
yearly by an
optometrist in
school.
10. The affected 32 9 6 2 1 50
learner has to (64) (18) (12) (4) (2) (100)
update his/her
prescription
glasses for
his/her best
possible vision.
11. The affected 19 17 12 1 1 50
learner should (38) (34) (24) (2) (2) (100)
politely request
teachers’
intervention in
provision of
his/her special
needs.
12. The affected 20 19 9 2 0 50
learner must (40) (38) (18) (4) (100)
not hesitate to
tell the teachers
to hesitate to
have larger
fonts for
reading
materials.
13. The affected 14 18 16 2 0 50
learner needs to (28) (36) (32) (4) (100)
accept service
by teachers
who have
undergone
training on
looking after
students with
visual
impairment.
14. The affected 12 23 10 5 0 50
learner needs to (24) (46) (20) (10) (100)
call the
teachers’
attention that
he/she prefers
the use of
digital
resources.
15. The affected 15 15 11 5 4 50
learner must (30) (30) (22) (10) (8) (100)
request the
school
administrators
to make
electronic
information
resources
available in
school.
Total 279 226 177 47 21
(37.20) (30.13) (23.60) (6.27) (2.80)
As shown on Table 3.1, there are nine respondents representing 18% said it is extremely
helpful suggestion on the first statement where the affected learner has to use phones with large
keypads, fifteen respondents representing 30% said it is very helpful suggestion, sixteen
respondents representing 32% said it is moderately helpful suggestion, seven respondents
representing 14% said it is slightly helpful suggestion, and three respondents representing 6%
said it is not a helpful suggestion. In the second statement where the affected learner needs to
move closer to the object he/she looks at (e.g., the television), there are fourteen respondents
representing 28% said it is extremely helpful suggestion, ten respondents representing 20% said it
is very helpful suggestion, seventeen respondents representing 34% said it is moderately helpful
suggestion, four respondents representing 8% said it is slightly helpful suggestion, and five
respondents representing 10% said it is not a helpful suggestion. In the third statement where the
affected learner must put contrasting-colored strips on his/her materials for studying, including
notebooks, pens etc., there are thirteen respondents representing 26% said it is extremely helpful
suggestion, sixteen respondents representing 32% said it is very helpful suggestion, twenty
respondents representing 40% said it is moderately helpful suggestion, one respondents
representing 2% said it is slightly helpful suggestion, while no respondents said it is not a helpful
suggestion. In the fourth statement where the affected learner must be knowledgeable in using
adaptive software on his/her computer to help with his/her writing tasks, there are eighteen
respondents representing 36% said it is extremely helpful suggestion, fourteen respondents
representing 28% said it is very helpful suggestion, fourteen respondents representing 28% said it
is moderately helpful suggestion, four respondents representing 8% said it is slightly helpful
suggestion, and no respondents said it is not a helpful suggestion. In the fifth statement where the
affected learner should try to enhance the other senses such as hearing, and touching, there are
seventeen respondents representing 34% said it is extremely helpful suggestion, sixteen
respondents representing 32% said it is very helpful suggestion, twelve respondents representing
24% said it is moderately helpful suggestion, four respondents representing 8% said it is slightly
helpful suggestion, and one respondents representing 2% said it is not a helpful suggestion. In the
sixth statement where the affected learner must allow extra time to orient himself/herself as
he/she moves around unfamiliar spaces, there are eighteen respondents representing 36% said it is
extremely helpful suggestion, sixteen respondents representing 32% said it is very helpful
suggestion, thirteen respondents representing 26% said it is moderately helpful suggestion, three
respondents representing 6% said it is slightly helpful suggestion, and no respondents said it is
not a helpful suggestion. In the seventh statement where the affected learners must consistently
orient himself/herself about the effects of visual impairment, there are nineteen respondents
representing 38% said it is extremely helpful suggestion, fourteen respondents representing 28%
said it is very helpful suggestion, thirteen respondents representing 26% said it is moderately
helpful suggestion, one respondents representing 2% said it is slightly helpful suggestion, and
three respondents representing 6% said it is not a helpful suggestion. In the eighth statement
where the affected learner needs to wear eye glasses prescribed by optometrists, there are thirty-
two respondents representing 64% said it is extremely helpful suggestion, nine respondents
representing 18% said it is very helpful suggestion, four respondents representing 8% said it is
moderately helpful suggestion, three respondents representing 6% said it is slightly helpful

suggestion, and two respondents representing 4% said it is not a helpful suggestion. In the ninth
statement where the affected learner should have free eye check-up yearly by an optometrist in
school, there are twenty-seven respondents representing 54% said it is extremely helpful, fifteen
respondents representing 30% said it is very helpful suggestion, four respondents representing 8%
said it is moderately helpful suggestion, three respondents representing 6% said it is slightly
helpful suggestion, and one respondents representing 2% said it is not a helpful suggestion. In the
tenth statement where the affected learner has to update his/her prescription glasses for his/her
best possible vision, there are thirty-two respondents representing 64% said it is extremely
helpful suggestion, nine respondents representing 18% said it is very helpful suggestion, six
respondents representing 12% said it is moderately helpful suggestion, two respondents
representing 4% said it is slightly helpful suggestion, and one respondents representing 2% said it
is not a helpful suggestion. In the eleventh statement where the affected learner should politely
request teachers’ intervention in provision of his/her special needs, there are nineteen respondents
representing 38% said it is extremely helpful suggestion, seventeen respondents representing 34%
said it is very helpful suggestion, twelve respondents representing 24% said it is moderately
helpful suggestion, one respondents representing 2% said it is slightly helpful suggestion while,
the other one respondents representing 2% said it is not a helpful suggestion. In the twelfth
statement where the affected learner must not hesitate to tell the teachers to hesitate to have larger
fonts for reading, there are twenty respondents representing 40% said it is extremely helpful
suggestion, nineteen respondents representing 38% said it is very helpful suggestion, nine
respondents representing 18% said it is moderately helpful suggestion, two respondents
representing 4% said it is slightly helpful suggestion, and no respondents said it is not a helpful
suggestion. In the thirteenth statement where the affected learner needs to accept service by
teachers who have undergone training on looking after students with visual impairment, there are
fourteen respondents representing 28% said it is extremely helpful suggestion, eighteen
respondents representing 36% said it is very helpful suggestion, sixteen respondents representing
32% said it is moderately helpful suggestion, two respondents representing 4% said it is slightly,
and no respondents said it is not a helpful suggestion. In the fourteenth statement where the
affected learner needs to call the teachers’ attention that he/she prefers the use of digital
resources, there are twelve respondents representing 24% said it is extremely helpful suggestion,
twenty-three respondents representing 46% said it is very helpful suggestion, ten respondents
representing 20% said it is moderately helpful suggestion, five respondents representing 10% said
it is slightly helpful suggestion, and no respondents said it is not a helpful suggestion. In the last
statement where the affected learner must request the school administrators to make electronic
information resources available in school, there are fifteen respondents representing 30% said it is
extremely helpful suggestion, fifteen respondents representing 30% said it is very helpful
suggestion, eleven respondents representing 22% said it is moderately helpful suggestion, five
respondents representing 10% said it is slight helpful suggestion, and four respondents
representing 8% said it is not a helpful suggestion.
Table 4.2 Mean rating of the statements on helpful suggestions to minimize the effects
of visual impairment on teenage learners
Helpful suggestions to Mean Verbal Meaning

minimize the effects of visual rating interpretation (Description) R
impairment on teenage (MR)
learners
1. The affected learner has to 3.40 Very helpful A proposed 15
use phones with large key suggestion idea which
pads. is important
to a great
extent
2. The affected learner needs 3.48 Very helpful A proposed 14
to move closer to the object suggestion idea which
he/she looks at (e.g., the is important
television). to a great
extent
3. The affected learner must 3.82 Very helpful A proposed 12
put contrasting-colored suggestion idea which
strips on his/her materials is important
for studying, including to a great
notebooks, pens, etc. extent
be knowledgeable in using suggestion idea which
adaptive software on is important
his/her computer to help to a great
with his/her writing tasks. extent
5. The affected learner should 3.88 Very helpful A proposed 9.5
try to enhance the other suggestion idea which
senses such as hearing, and is important
touching to a great
extent
allow extra time to orient suggestion idea which
himself/herself as he/she is important
moves around unfamiliar to a great
spaces. extent
consistently orient suggestion idea which
himself/herself about the is important
effects of visual to a great
impairment. extent
8. The affected learner needs 4.32 Extremely A proposed 2
to wear eyeglasses helpful idea which
prescribed by optometrists. suggestion is totally
important
9. The affected learner should 4.28 Extremely A proposed 3
have free eye check-up helpful idea which
yearly by an optometrist in suggestion is totally
school. important
10. The affected learner has to 4.38 Extremely A proposed 1
update his/her prescription helpful idea which
glasses for his/her best suggestion is totally
possible vision. important
11. The affected learner should 4.04 Very helpful A proposed 5
politely request teachers’ suggestion idea which
intervention in provision of is important
his/her special needs. to a great
extent
not hesitate to tell the suggestion idea which
teachers to hesitate to have is important
larger fonts for reading to a great
materials. extent
13. The affected learner needs 3.88 Very helpful A proposed 9.5
to accept service by suggestion idea which
teachers who have is important
undergone training on to a great
looking after students with extent
visual impairment.
14. The affected learner needs 3.84 Very helpful A proposed 11
to call the teachers’ suggestion idea which
attention that he/she prefers is important
the use of digital resources. to a great
extent
request the school suggestion idea which
administrators to make is important
electronic information to a great
resources available in extent
school.
Total 3.93 Very helpful A proposed
suggestion idea which
is important
to a great
extent
Table 3.2 shows the mean rating of the statements on helpful suggestions to minimize the
effects of visual impairment on teenage learners. As seen in the table, the statement “the affected
learner has to update his/her prescription glasses for his/her best possible vision” has a mean
rating of 4.38. The statement “the affected learner needs to wear eyeglasses prescribed by
optometrists” has a mean rating of 4.32. The statement “the affected learner should have free eye
check-up yearly by an optometrist in school” has mean rating of 4.28. Based on the mean ratings,
the said suggestions are extremely helpful to the respondents.
The statement “the affected learner must not hesitate to tell the teachers to hesitate to
have larger fonts for reading materials” has a mean rating of 4.14. The statement “the affected
learner should politely request teachers’ intervention in provision of his/her special need” has a
mean rating 4.04. The statement “the affected learner must allow extra time to orient
himself/herself as he/she moves around unfamiliar spaces” has mean rating 3.98. The statement
“the affected learner must be knowledgeable in using adaptive software on his/her computer to
help with his/her writing tasks” has rating 3.92. The statement “the affected learner must
consistently orient himself/herself about the effects of visual impairment” has rating 3.90. The
statements “the affected learner should try to enhance the other senses such as hearing, and
touching” and “the affected learner needs to accept service by teachers who have undergone
training on looking after students with visual impairment” has a the same mean rating of 3.88.
The statement “the affected learner needs to call the teachers’ attention that he/she prefers the use
of digital resources” has rating 3.84. The statement “the affected learner must put contrasting-
colored strips on his/her materials for studying, including notebooks, pens, etc.” has rating 3.82.
The statement “the affected learner must request the school administrators to make electronic
information resources available in school” has rating 3.64. The statement “the affected learner
needs to move closer to the object he/she looks at (e.g., the television)” has rating 3.48. Lastly,
the statement “the affected learner has to use phones with large key pads” has rating 3.48. The
data indicated that these helpful suggestions were very helpful suggestions.
The grand mean rating for the helpful suggestions to minimize the effects the effects of
visual impairment on teenage learners is 3.93 which reflected that these are very helpful
suggestions.
CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter gives the summary of the study, the conclusions drawn from the findings of
the study, and the recommendations based on the conclusions arrived at.
Summary
This research study was an attempt to determine the effects of visual impairment on the
academic performance as perceived by the selected senior high school (SHS) students of Mount
Carmel College Baler , Aurora during the school 2018-2019. The researchers found out that 22%
of the participants was completely perceived the awareness of the effects of visual impairment on
their academic performance, 14% of them was very aware of the effects, 50% of them was
moderately perceived the awareness towards visual impairment, 14% of the participants was
slightly aware, the researchers conclude that there’s no participants declares that he/she not at all
aware on the topic.
Conclusions
Based on the findings of the study the following conclusions were drawn:
1. That there is a difference of 4% between the percentages of the oldest and youngest
participants;
2. That there is a difference of 28% between the percentages of the female and male
participants;
3. That among the male participants, there is a percentage of 8% of those who are
extremely aware with the effects contributing to their academic performance and those
who are not at all familiar and that almost 14% of the male participants are moderately
familiar with the effects;
4. That among the female participants, there is a percentage of 14% between the
percentages of those who are extremely familiar with the effects and those who are not at
all familiar and that more than 18% of the female participants are moderately familiar
with the effects;
5. That there is a difference of 64% between the percentages of those who considered to
update their prescription glasses for his/her possible vision and 36% of them declared that
having a large size of keypads was the least helpful suggestion; and
6. That there is a difference of 48% between the percentages of those who unlikely to see
far objects materials inside or out of the campus and 26% those who did not consider as
a effect that there’s a possibility of dropping from school.
Recommendations
Based on the conclusions drawn, the following recommendations were formulated:
1. That there be participants younger than 19 years old, specifically 16-18 years old, as
people of these ages are minors whose perceptions are likely to differ from those who are
older than they;

2. That there be an equal proportion of the male and female participants in order that the
responses coming from both sexes with equal population are elicited;
3. That there be separate briefing for the male participants and separate briefing for the
female participants concerning the unfamiliar terms used in connection with the levels of
familiarity with the effects of visual impairment on their academic performance.

4. That there be separate orientation for the male participants and separate orientation for
the female participants on the difficult words or phrases used in connection with such
effects;
5. That there be an output in the form of a guidebook which clarifies or elaborates the
helpful suggestions of the participants to minimize the effects of visual impairment; and
6. That further studies on issues or circumstances surrounding visual impairment be
undertaken by other researchers so as to deepen or increase understanding of these
matters and propose realistic measures to deal with such issues or circumstances
successfully.
REFERENCES
https://www.k4health.org/sites/default/files/migrated_toolkit_files/0470181095-1.pdf
https://he.kendallhunt.com/sites/default/files/uploadedFiles/Kendall_Hunt/Content/Higher_Educa
tion/Uploads/Bonds_Raacke_Research_2e_Ch4.pdf
https://medcraveonline.com/BBIJ/BBIJ-05-00149.pdf
APPENDICES
Appendix A
Letter to the class adviser
MOUNT CARMEL COLLEGE

Extension Campus, Brgy. Pingit, Baler, Aurora
INTEGRATED BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL LEVEL
September 4, 2018
MR./MS./MRS. _________________________
Adviser, Grade __ ________________________ (_____) _
Section ____________________________
Mount Carmel College (Extension Campus)
Brgy. Pingit, Baler
Aurora
Dear Mr./Ms./Mrs. _____________:
Greetings of peace!
We are GRADE 12 SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) B SECTION

ST. JOHN MARY VIANNEY STUDENTS of MOUNT CARMEL COLLEGE OF BALER (MCCB), who currently
undertake a QUANTITATIVE RESEARCH STUDY entitled “EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE
LEARNERS AS PERCEIVED BY SELECTED SENIOR HIGH SCHOOL (SHS) STUDENTS” in partial
fulfilment of the requirements for PRACTICAL RESEARCH 2 (QUANTITATIVE RESEARCH).
In this connection, we would like to ask your permission to allow us to administer the attached SURVEY
QUESTIONNAIRE to the Grade __ ________________________ (_____) _ Section ____________________________
students. The data they can provide us are necessary for the completion of the study.
Please rest assured that each of their answers/responses will be treated with utmost confidentiality and will only be used
for the purpose of the study.
Thank you very much. May God bless you more.
Truly yours,
JAIMIE D. LA PEÑA
AD VERA DR. ASCUNCION
SYCHERA R. SINDAC
Researchers
Noted by:
ROMMEL N. ANGARA
Teacher, Practical Research 2
Member, Senior High School Faculty
DR. VIRGINIA G. SACRAMENTO

Principal III
Appendix B
Letter to the respondents
MOUNT CARMEL COLLEGE

Extension Campus, Brgy. Pingit, Baler, Aurora
INTEGRATED BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL LEVEL
September 4, 2018
STUDENTS
GRADE __ ________________________ (_____) _
SECTION ____________________________
Mount Carmel College (Extension Campus)
Brgy. Pingit, Baler
Aurora
Dear fellow students:
Greetings of peace!
We are GRADE 12 SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) B SECTION

ST. JOHN MARY VIANNEY STUDENTS of MOUNT CARMEL COLLEGE OF BALER (MCCB), who currently
undertake a QUANTITATIVE RESEARCH STUDY entitled “EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE
LEARNERS AS PERCEIVED BY SELECTED SENIOR HIGH SCHOOL (SHS) STUDENTS” in partial
fulfilment of the requirements for PRACTICAL RESEARCH 2 (QUANTITATIVE RESEARCH).
In this connection, we ask your valuable assistance with our research work by accomplishing the attached SURVEY
QUESTIONNAIRE. The data you can provide us are necessary for the completion of the study.
Please rest assured that each of your answers/responses will be treated with utmost confidentiality and will only be used
for the purpose of the study.
Thank you very much. May God bless you more.
Truly yours,
JAIMIE D. LA PEÑA
AD VERA DR. ASCUNCION
SYCHERA R. SINDAC
Researchers
Noted by:
ROMMEL N. ANGARA
Teacher, Practical Research 2
Member, Senior High School Faculty
DR. VIRGINIA G. SACRAMENTO

Principal III
Appendix C
Survey questionnaire
Name (Optional): __________________________________ Date: _____________________

Grade level, strand, & section: ________________________
SURVEY QUESTIONNAIRE
I. STATUS OF THE PARTICIPANT
Direction: Supply the needed data by writing your answer on the blank.
A. AGE (on last birthday): __________ B. SEX: __________
Direction: Indicate your answer by putting a check ( ✔) in the box.

C. LEVEL OF AWARENESS ABOUT THE EFFECTS OF VISUAL IMPAIRMENT
ON TEENAGE LEARNERS
How aware are you about the effects of visual impairment on teenage learners?
□ 5 – Extremely aware
□ 4 – Very aware
□ 3 – Moderately aware
□ 2 – Slightly aware
□ 1 – Not at all aware
II. EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE LEARNERS

AS PERCEIVED BY THE PARTICIPANT
Direction: Indicate your answer by putting a check ( ✔) according to the following codes:
5 – Extreme effect
4 – High effect
3 – Moderate effect
2 – Low effect
1 – No effect
EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE LEARNERS AS PERCEIVED

BY THE PARTICIPANT 5 4 3 2 1
1. The affected learner has low self- esteem.
2. The affected learner has a diminished self-control in able to control only
his/her inner world.
3. The affected learner suffers from impaired motor development.
4. The affected learner is unable to be independent.
5. The affected learner is hesitant to explore things around him/her for fear of the
unknown.
6. The affected learner misreads reading materials.
7. The affected learner is being confused about letters, words, and sentences.
8. The affected leaner is unlikely to see far objects.
9. The affected learner is unable to perform daily tasks well.
10. The affected learner has difficulties in manipulating objects.
11. The affected learner is afraid of committing errors in both academic and non-
academic activities.
12. The affected learner is bullied.
13. The affected learner is likely to drop from his/her class.
EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE LEARNERS AS PERCEIVED 5 4 3 2 1
BY THE PARTICIPANT
14. The affected learner has less participation in both community, and
15. The affected learner has a poor social relationship.
Others (Please specify.) __________________________________________________________
III. HELPFUL SUGGESTIONS OF THE PARTICIPANT TO MINIMIZE THE EFFECTS OF VISUAL
IMPAIRMENT ON TEENAGE LEARNERS
Direction: Indicate your answer by putting a check ( ✔) according to the following codes:
5 – Extremely helpful suggestion
4 – Very helpful suggestion
3 – Moderately helpful suggestion
2 – Slightly helpful suggestion
1 – Not a helpful suggestion
HELPFUL SUGGESTIONS OF THE PARTICIPANT TO MINIMIZE THE EFFECTS
OF VISUAL IMPAIRMENT ON TEENAGE LEARNERS 5 4 3 2 1
1. The affected learner has to use phones with large key pads.
2. The affected learner needs to move closer to the object he/she looks at
(e.g., the television).
3. The affected learner must put contrasting-colored strips on his/her materials
for studying, including notebooks, pens, etc.
4. The affected learner must be knowledgeable in using adaptive software on
his/her computer to help with his/her writing tasks.
5. The affected learner should try to enhance the other senses such as hearing,
and touching.
6. The affected learner must allow extra time to orient himself/herself as he/she
moves around unfamiliar spaces.
7. The affected learner must consistently orient himself/herself about the effects
of visual impairment.
8. The affected learner needs to wear eyeglasses prescribed by optometrists.
9. The affected learner should have free eye check-up yearly by an optometrist
in school.
10. The affected learner has to update his/her prescription glasses for his/her best
possible vision.
11. The affected learner should politely request teachers’ intervention in provision
of his/her special needs.
12. The affected learner must not hesitate to tell the teachers to hesitate to have
larger fonts for reading materials.
13. The affected learner needs to accept service by teachers who have undergone
training on looking after students with visual impairment.
14. The affected learner needs to call the teachers’ attention that he/she prefers the
use of digital resources.
15. The affected learner must request the school administrators to make electronic
information resources available in school.
Others (Please specify.) __________________________________________________________
Appendix D
Graphs
2.00% 6.00%
38.00%
4.00%
15
16
17
18
19
50.00%
Figure 2.1 Pie graph on the age of participants
36.00%
Male
Female
64.00%
Figure 2.2 Pie graph on the sex of participants

f
0 2 4 6 8 10 12 14 16 18
0
3
Female 18
4
7
0
4
Male 7
3
4
Extremely aware Very aware Moderately aware Slightly aware Not at all aware
Figure 2.3 Horizontal multiple bar graph on the participants’ levels of awareness
about the effects of visual impairment on teenage learners
8
10
15 14
8
10
5
12
14 14
11
8
13
10
13 7
10
10
8
8
12 14
11
9
5
5
11 15
15
10
2
10
10 10
18
10
5
8
9 15
7
15
0
10
8 6
10
24
1
7
7 9
11
22
1
8
6 11
14
16
3
5
5 14
15
13
5
5
4 17
14
9
1
4
3 16
20
9
1
1
2 21
22
5
1
5
1 17
15
12
0 5 10 15 20 25 30
Extreme effect High effect Moderate effect Low effect No effect
Figure 2.4 Horizontal multiple bar graph on the effects of visual impairment on
teenage learners as perceived by the participant
1. The affected learner has low self- esteem.
2. The affected learner has a diminished self-control in able to control only his/her
inner world.
3. The affected learner suffers from impaired motor development.
4. The affected learner is unable to be independent.
5. The affected learner is hesitant to explore things around him/her for fear of the
unknown.
6. The affected learner misreads reading materials.
7. The affected learner is being confused about letters, words, and sentences.
8. The affected leaner is unlikely to see far objects.
9. The affected learner is unable to perform daily tasks well.
10. The affected learner has difficulties in manipulating objects.
11. The affected learner is afraid of committing errors in both academic and non-
academic activities.
12. The affected learner is bullied.
13. The affected learner is likely to drop from his/her class.
14. The affected learner has less participation in both community, and
15. The affected learner has a poor social relationship.
4
5
15 11
15
15
0
5
14 10
23
12
0
2
13 16
18
14
0
2
12 9
19
20
1
1
11 12
17
19
1
2
10 6
9
32
1
3
9 4
15
27
2
3
8 4
9
32
3
1
7 13
14
19
0
3
6 13
16
18
1
4
5 12
16
17
0
4
4 14
14
18
0
1
3 20
16
13
5
4
2 17
10
14
3
Extremely helpful 7suggestion Very helpful suggestion Moderately helpful suggestion
1 16
15
9
Slightly hepful suggestion Not a helpful suggestion
0 5 10 15 20 25 30 35
Figure 2.4 Horizontal multiple bar graph on the effects of visual impairment on
teenage learners as perceived by the participant
1. The affected learner has to use phones with large key pads.
2. The affected learner needs to move closer to the object he/she looks at (e.g., the
television).
3. The affected learner must put contrasting-colored strips on his/her materials for
studying, including notebooks, pens, etc.
4. The affected learner must be knowledgeable in using adaptive software on his/her
computer to help with his/her writing tasks.
5. The affected learner should try to enhance the other senses such as hearing, and
touching.
6. The affected learner must allow extra time to orient himself/herself as he/she
moves around unfamiliar spaces.
7. The affected learner must consistently orient himself/herself about the effects of
visual impairment.
8. The affected learner needs to wear eyeglasses prescribed by optometrists.
9. The affected learner should have free eye check-up yearly by an optometrist in
school.
10. The affected learner has to update his/her prescription glasses for his/her best
possible vision.
11. The affected learner should politely request teachers’ intervention in provision of
his/her special needs.
12. The affected learner must not hesitate to tell the teachers to hesitate to have larger
fonts for reading materials.
13. The affected learner needs to accept service by teachers who have undergone
training on looking after students with visual impairment.
14. The affected learner needs to call the teachers’ attention that he/she prefers the use
of digital resources.
15. The affected learner must request the school administrators to make electronic
information resources available in school.
CURRICULUM VITAE
JAIMIE D. LA PEÑA
Personal data
Birthdate: October 27, 2000
Birthplace: Cabanatuan City
Residential address: Gloria Street, Brgy. Suklayin, Baler, Aurora
Father: Jaime T. La Peña
Mother: Niña D. La Peña
Philosophy in life
“Face new adventures with wide range of horizon and tough decision.”
Educational background
Salutatorian, PC Hill Elementary School Cotabato, City, 2013
Honor, Mount Carmel College Baler, Aurora, 2017
Interests and skills

Reading, writing
Involvement in organizations/associations
Vice-president, Grade 11 Science, Technology, Engineering, and Mathematics Section St.
Thomas, 2017-2018
Comelec vice-chairman, Mount Carmel College of Baler Senior High School, 2018-present
CURRICULUM VITAE
SYCHERA SINDAC
Personal data
Birthdate: Febuary 23, 2002
Birthplace: Puzzurubio, Sison, Pangasinan
Residential address: Duongan, Sabang, Baler, Aurora
Father: Menachem Sindac
Mother: Elisa Lyra Sindac
Philosophy in life
“Every next level of your life will demand a different you.”
Honor, Northeast Luzon Adventist College 2016

Reading, writing
P.IO, Senior High School Student Body Organization, Northeast Luzon Adventist College
CURRICULUM VITAE
AD VERA DR. ASUNCION
Personal data
Birthdate: May 09, 2000
Birthplace: Burgoz Extension Baler Aurora
Residential address: St. Hacienda Barangay Nonong Sr. San Luis, Aurora
Father: Acierto G. Asuncion
Mother: Daisy DR. Asuncion
Philosophy in life
“If you can’t handle stress then you won’t manage success.”
With Honor since Elementary days.
Reading friction books, creating poems
President, Senior High School Student Body Organization, Mount Carmel College of Baler,
2016-2017
President, Grade 12 Accountancy, Business and Management Section St. Joseph Calasanz, Mount
Carmel College of Baler, 2017-present
Associate Editor, Senior High School Paper, Mount Carmel College of Baler, 2016-present
Member, San Luis Obispo Parish youth Ministry, May 2014-present

Effects of Visual Impairment On Teenage Learners As Perceived by Selected Senior High School (SHS) Students

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EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE LEARNERS

AS PERCEIVED BY SELECTED SENIOR HIGH SCHOOL (SHS)

A research study presented

In partial fulfilment of the requirements

This research study entitled “EFFECTS OF VISUAL IMPAIRMENT ON TEENAGE

Approved by the Committee on Oral Examination with a grade of ____.

ROMMEL N. ANGARA ROSALITO T. ABIN

October 1, 2018 DR. VIRGINIA G. SACRAMENTO

To all these mentioned, we hereby extend our profoundest gratitude.

researchers found out that 22% of the participants completely aware

TITLE PAGE ………………………………………………………………………………

APPROVAL SHEET ………………………………………………………………………

TABLE OF CONTENTS …………………………………………………………………..

LIST OF TABLES …………………………………………………………………………

LIST OF FIGURES ………………………………………………………………………

1. THE PROBLEM AND ITS SETTING

Conceptual framework ……………………………………………………………

Statement of the problem …………………………………………………………

Statement of the assumptions ………………………………………………………

Scope and limitation of the study …………………………………………………..

Significance of the study …………………………………………………………

Definition of terms …………………………………………………………………

Research design ……………………………………………………………………

Sampling procedure ………………………………………………………………

Research instruments ………………………………………………………………

Data-collection techniques …………………………………………………………

Data analysis ………………………………………………………………………

4. PRESENTATION, ANALYSIS, AND ITERPRETATION OF DATA

A. Letter of request for permission to conduct the research …………………………..

CURRICULUM VITAE …………………………………………………………………

THE PROBLEM AND ITS SETTING

all Americans either have a cataract or have had cataract surgery.

200 feet away.

Effects of visual impairment on teenage learners as perceived

Effects of visual impairment on the academic performance

Figure 1. Conceptual framework on the effects of Visual Impairment on the teenage

learners as perceived by the selected Senior High School (SHS) students

Statement of the problem

on the academic performance of teenage learners as perceived by selected senior high

school year 2018-2019. Specifically, it sought to answer the following questions:

1. What is the profile of the participants in terms of

(b) sex, and

(c) levels of awareness about the effects of visual impairment?

visual impairment on the academic performance of teenage learners?

Statement of the assumptions

effects of visual impairment on teenage learners;

impairment are 17 years old.

visual impairment are females.

towards the effects of visual impairment are females.

were had a same conclusion of answers.

choices of the research team.

Scope and limitation of the study

Significance of the study

This research study is significant to the following persons:

effective steps in learning materials.

also a parents, find better way of motivating their students to learn.

additional knowledge about the effects of visual impairment on their academic

performance as perceived by the selected senior high school students.

To other researchers. This research paper may interests’ researcher or student

to undertake related research studies.

defined conceptually/theoretically and operationally:

Blindness. Lacking the power of sight or overpower with light.

Cataract. A clouding of the lens of the eye or of its surrounding transparent