Role of socioeconomic and parental involvement factors on children foundational learning skills based on MICS (2017–2018) data Punjab, Pakistan

Kamal, Asifa; Amjad, Naila; Yaqoob, Uzma; Saud, Naz; Ijaz, Muhammad; Khan, Ilyas; Andualem, Mulugeta

doi:10.1038/s41598-022-13540-3

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…Naite (2021) affirms that parents' education level, age, employment and marital status had a great impact on their children's education. According to Kamal et al (2022) the wealth index has been used as a proxy for the source of income status in previous studies and has been found to be a significant predictor of children's learning outcomes in terms of literacy and numeracy skills.…”

Section: Parental Factors Determining Children's Competences In Liter...mentioning

confidence: 99%

Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda

2024

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The aim of the study was to investigate the relationship between parental involvement and children’s acquisition of literacy and numeracy skills in Uganda. The objectives of the study were threefold; to examine the level of competence in children’s literacy and numeracy skills; to establish the relationship between parental involvement and children’s competences in literacy and numeracy skills as well as to predict parental factors in determining children’s competences in literacy and numeracy skills in Uganda. Secondary data from Uwezo 2021dataset were analysed using descriptive statistics, the correlational coefficient and logistic regression analysis was used to explore the levels of competence in literacy and numeracy skills among children, the association between competence levels in literacy and numeracy and parental involvement was analysed; as well as parental factors as predictors in children’s acquisition of literacy and numeracy skills were investigated. The study findings revealed that children in Uganda were at different competence levels in literacy and numeracy. Parental involvement in children’s education also significantly enhanced the acquisition of basic literacy and numeracy skills. However, there was a low positive correlation between parents’ participation in reading with their children and acquisition of literacy and numeracy skills. Noteworthy, findings revealed that numeracy skills of 4-16-year-olds increased with TV and mobile telephone access in households. In conclusion, parental factors play a significant role in predicting the development of literacy and numeracy abilities among children in Uganda. The odds ratio for increased literacy skills was lower in male-headed households but higher in households with parents who completed Ordinary School Certificate, Advanced School Certificate, and tertiary diploma/degree. Thus, the Ministry of Education and Sports should provide free adult education to parents in order to encourage them to be involved in their children’s education. The findings of this study inform education policy review to enhance children’s acquisition of basic skills in literacy and numeracy.

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Section: Parental Factors Determining Children's Competences In Liter...mentioning

confidence: 99%

Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda

2024

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Impact of Poverty on Secondary School Academic Achievement among Girls in District Faisalabad, Pakistan; A cross sectional study

Khalid¹,

Nazar

Zakki

et al. 2023

PBMJ

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One of the most fundamental and obvious human rights in all countries is the right to an education. However, poverty has continued to be a stumbling block for the majority of people in achieving this fundamental right. Objective: To investigate how poverty affects academic performance of girls in secondary school. Methods: A cross-sectional study was conducted among 100 students of schools in District Faisalabad, Pakistan. The questionnaire designed for this study is self-designed, multi-section survey i-e. Demographic information including age, sex, educational level, family financial status. The (SPSS) version 22.0 was used to examine the data that had been gathered. Results: According to the current study, there were 100 total respondents, and all of them were women. About 39% of respondents' fathers were illiterate or had just a middle level of education, 28% had graduated, 21% had a middle to metric level of education, and only 12% had a high level of education. About 54% of respondents' moms were illiterate or had just a middle level of education, 21% had graduated, 17% had a middle to metric level of education, and only 8% had a high level of education. Conclusion: The study comes to the conclusion that poverty is a growing problem today and that the number of individuals living in poverty is always rising. The research also showed a strong correlation between children's academic success and their parents' socioeconomic level.

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Role of socioeconomic and parental involvement factors on children foundational learning skills based on MICS (2017–2018) data Punjab, Pakistan

Cited by 2 publications

References 30 publications

Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda

Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda

Impact of Poverty on Secondary School Academic Achievement among Girls in District Faisalabad, Pakistan; A cross sectional study

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