Abstract:
In developing countries, there is a lack of research examining the influence of socioeconomic
factors and parental roles on students' learning abilities. The study focuses on the impact of
disability, child discipline and parental involvement on children’s net attendance along with
development of foundational reading and numeracy skills. Logistic regression has been used to
determine the impact of disability, child discipline and parental involvement on children’s net
attendance and foundational learning skills. The study presents several findings. It is observed that
different types of functional difficulties and child discipline affect net attendance and learning
skills differently. Mothers with higher levels of education make a significantly positive
contribution to their children's learning abilities and net attendance. Children from wealthier
backgrounds are more likely to possess good learning skills and net attendance compared to those
from poorer backgrounds. Parental involvement and non-violent child discipline have improved
children’s learning skills as well as net attendance. However, violent form of child discipline is
found to be negatively associated with net attendance and foundational reading skills in KP,
Pakistan.
