CLASS STRENGTH, TEACHER QUALIFICATION AND PARENTAL EDUCATION AS PREDICTORS OF LEARNING DIFFICULTIES OF CHILDREN

Abstract

This study explores the home- and school-related factors contributing to learning difficulties among primary school students in District Peshawar, Khyber Pakhtunkhwa, Pakistan. Adopting a cross-sectional quantitative design, data were gathered from 1,000 students (Grades 3–5) and 150 teachers across 20 randomly selected public and private schools. Stratified random sampling ensured balanced representation across Union Councils and school types. A validated Learning Difficulties Checklist was used to assess students’ academic challenges, while data on class size, teacher qualifications, and parental education were collected through questionnaires and school records. The analysis revealed a significant relationship between class size and learning difficulties, with larger classes associated with more pronounced academic challenges. Parental education also showed a strong inverse correlation with learning difficulties, indicating that children of more educated parents tend to face fewer academic issues. However, teacher qualification did not have a statistically significant effect on learning outcomes (p = 0.102). These findings underscore the critical roles of class size and parental involvement in addressing learning difficulties, while suggesting that qualifications alone may not reflect a teacher’s effectiveness without considering additional factors like experience and instructional methods.