COVD-QOL과 K-ARS 설문점수와 초등학교 어린이의 학업성취도간의 상관성

초록

We analyzed visual dysfunction and behavioral assessment scales of elementary school children using COVD-QOL and K-ARS questionnaires. From October 11 to 22, 2010, 1,090 students and parents respectively from an elementary school in the Gyeongnam region were targeted. The COVD-QOL questionnaire consists of 19 questions, and if the total evaluated score is 20 or higher, it is determined that visual dysfunction may be suspected. K-ARS questions consist of 9 odd-numbered questions and 9 even-numbered questions. Odd-numbered questions refer to inattention, and even-numbered questions refer to hyperactivity and impulsivity. ADHD may be suspected if the total score is 19 or higher. Academic performance evaluation was analyzed based on subject grades evaluated in the second semester of 2010 and the first semester of 2011. For subject selection, the average scores were used for reading and math for 1st, 2nd, and 3rd graders, and reading, math, social science, natural science, and English for 4th, 5th, and 6th graders. Correlation analysis of the COVD-QOL questionnaire scores answered by students and parents respectively showed a significant correlation (r=0.445) between the two groups. The frequency of parents who evaluated their children as 20 or higher on COVD-QOL and 19 or higher on K-ARS was 11.74% (128 people) and 7.48% (81 people), respectively. Children with visual dysfunction and ADHD had significantly lower academic performances in all subjects than the control group (p<0.01). Visual dysfunction can negatively affect academic performances and lead to learning disabilities. Therefore, periodic counseling and refraction will be necessary starting from the lower grades of elementary school.

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