Impact of Disciplinary Actions & Parental Involvement on Children's Basic Education in KP, Pakistan

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.