Visual Acuity, Stereoacuity, and Classroom-Based Assessment Among Indigenous Schoolchildren in Petaling District, Selangor: a Step Towards Achieving Sustainable Development Goals

Objective: This study aims to characterise the visual acuity and stereoacuity of a sample of Indigenous (Orang Asli) primary schoolchildren. Additionally, the study investigates the relationship between these visual functions and their respective classroom-based assessment. Method: This cross-sectional study was carried out at one indigenous primary school in Petaling District, Selangor. The distance and near visual acuity were measured at 6 meters and 40 cm, using the Snellen Chart and N-notation chart, respectively. The stereoacuity level was measured using the Fly Stereo Acuity Test with Lea Symbols. The continuous Classroom-Based Assessment (Pentaksiran Bilik Darjah) was obtained retrospectively from the school teachers evaluating the mastery level (Tahap Penguasaan) of the schoolchildren. Results and Discussion: In a sample of 44 indigenous primary schoolchildren aged 9 ± 0.1 years from the Suku Temuan, 68.2% achieved habitual binocular distance visual acuity (DVA) of 6/6 or better, while 31.8% had reduced DVA (6/9 or worse). The majority of the students (97.7%, n=43) achieved habitual near visual acuity of N6 or better, with only 2.3% (n=1) achieving N8. In terms of stereoacuity, 52.3% demonstrated good stereoacuity (better than 40 seconds of arc), while 47.7% showed reduced stereoacuity (worse than 40 seconds of arc). Further analysis revealed no significant association between visual acuity or stereoacuity and classroom-based assessment. While the majority of children acquire optimum binocular and near visual acuity, almost one-third (31.8%) exhibit reduced binocular visual acuity, and nearly half (47.7%) have reduced stereoacuity. This indicates the need for routine vision screening programmes to detect and manage visual problems as early as possible. Although no significant link was found between visual function and classroom-based assessment, integrating vision care with educational support can help optimize learning outcomes. Research Implications: Increased community awareness and outreach are essential to promote regular eye examinations and access to corrective measures. Additionally, future research should explore the long-term effects of visual health interventions on academic success, guiding policy development and resource allocation for Indigenous communities. Originality/Value: This study provides valuable insights into the visual status of Indigenous schoolchildren and its potential impact on classroom-based assessment, which had not been reported elsewhere in Malaysia.