Visual Impairment and Academic Performance Among Primary School Pupils in Port Harcourt, Rivers State

Uncorrected visual impairment in school-age children is a significant but often overlooked barrier to academic achievement in sub-Saharan Africa. This study investigates the relationship between visual impairment and academic performance among primary school pupils in Port Harcourt, Rivers State, South South Nigeria. A descriptive cross-sectional design will be employed in ten randomly selected public primary schools. Visual acuity screening using the Snellen E chart will be conducted for 800 pupils in Primary 3 to Primary 6, with positive cases referred for full ophthalmic assessment. Academic performance will be measured using end-of-term cumulative scores in core subjects including English, Mathematics, and Basic Science. Sociodemographic variables and parental awareness of children's vision status will also be assessed. Pearson correlation and multiple linear regression analysis will be used to determine the strength of association between visual acuity scores and academic outcomes after controlling for confounders. Existing literature consistently links uncorrected refractive error with poor classroom performance, reduced reading fluency, and diminished school attendance. This study contributes Niger Delta-specific data to the national evidence base and calls for structured teacher training in recognising early signs of visual impairment in pupils. Integration of vision screening into the Rivers State School Health Programme is proposed as a scalable, low-cost intervention. Identifying and correcting vision problems early is indispensable for optimising educational outcomes and reducing the long-term social burden of visual disability in Nigeria. Keywords: visual impairment, academic performance, primary school, Port Harcourt, children