Effectiveness of theme based intervention model on students’ vision literacy and status
10.16835/j.cnki.1000-9817.2020.02.007
- VernacularTitle:主题活动干预模式对小学生视力素养及视力状况的影响
- Author:
GUAN Wenqing WANG Linfen WU Yunkai
1
,
2
Author Information
1. Fifth People&rsquo
2. s Hospital of Yuhang District, Hangzhou(311100), China
- Publication Type:Article
- Keywords:
Vision low;
Health knowledge,attitudes,practice;
Intervention studies;
Questionnaires;
Students
- From:
Chinese Journal of School Health
2020;41(2):187-189
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effectiveness eye caring theme based intervention model in the improvement of students’ vision, and to provide a systematic method for pupils’ visual intervention.
Methods:A total of 965 students in the same grade of the three schools were divided into intervention group(482) and control group(483) at a 1∶1 ratio match. The intervention group received a one year intervention through the design of the series of eye caring theme activities, and the control group did not receive any intervention.
Results:The mean values of visual related knowledge literacy improvement in the intervention group and the control group were 7.08 and 2.18, respectively, with a significant difference( t =92.18, P <0.05); The mean values of improvement of vision related belief literacy in the intervention group and the control group were 7.88 and 4.57, respectively, and the difference was statistically significant( t =45.57, P <0.05); The mean values of visual related behavior literacy improvement in the intervention group and the control group were 17.41 and 2.21. The differences were statistically significant( t =117.37, P <0.05); The mean values of total vision improvement in the intervention group and the control group were 10.80 and 2.99, respectively, and the differences were statistically significant( t =87.74, P <0.05); The mean values of the parents’ improvement in children’s vision health care in the intervention group and the control group were 13.33 and 0.80, respectively, and the difference was statistically significant( t =128.76, P <0.05); The mean values of visual acuity reduction in the intervention group and the control group were 0.07 and 0.71, respectively, and the differences were statistically significant( t =128.00, P <0.05).
Conclusion:Theme based intervention can improve students’ visual literacy, especially visual behavior literacy, and can effectively slow down the deterioration of students’ vision.
