THE RELATIONSHIP BETWEEN BINOCULAR VISION DISORDERS AND ACADEMIC PERFORMANCE AMONG STUDENTS OF FEDERAL POLYTECHNIC NEKEDE, OWERRI

Binocular Vision Disorder (BVD) may interfere with reading, concentration, visual comfort and other activities requiring sustained near vision and may consequently be associated with academic performance. This study investigated the relationship between non strabismic BVDs and academic performance among students of Federal Polytechnic Nekede, Owerri. A descriptive analytical cross-sectional study design was adopted. A total of 440 students were selected using a multistage sampling technique. Participants underwent binocular vision assessment, including visual acuity measurement, cover test, near point of convergence, accommodation, and the Titmus Stereo Fly tests. Academic performance was assessed using the students' most recent semester cumulative grade point average (CGPA), which was categorized for the purpose of analysis. Data were analyzed using the SPSS version 23. Descriptive statistics were presented using frequencies and percentages, while the chi-square test was used to determine the association between BVDs and academic performance at a 5% level of significance. Of the 440 students examined, 132 (30.0%) had at least one BVD, while 308 (70.0%) had no identified BVD. Among students with BVDs, 83 (62.9%) had lower academic performance compared with 67 (21.8%) among those without BVDs. Chi-square analysis revealed a statistically significant association between BVDs and academic performance (χ² = 69.55, df = 1, p < 0.001). The study found a statistically significant association between binocular vision disorders and academic performance among the students studied. It is recommended that routine binocular vision assessment be incorporated into tertiary institution health programs, particularly for students who report visual difficulties during academic activities.