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<p>This study explores the academic performance of left-behind children (LBC) and non-left-behind children (NLBC) along with their mutual comparison. Employing a cross-sectional survey method, data were gathered from grade five students of the Kaski District of Nepal through cluster sampling techniques encompassing all five local bodies as a cluster. The sample comprised 784 children representing 43 schools including 392 from LBC and an equal number from NLBC. The schools were selected through systematic random sampling (SRS) with children further selected through probability proportionate sample to size (PPS). The application of the Mann–Whitney U test revealed minute differentials in academic performance across subjects such as Social Studies, Science, English, Mathematics and overall between LBC and NLBC. These variances, quantified through effect sizes (r) below the threshold of 0.1, denote a state of nominal effects. Moreover, an exploration of parental migration scenarios encompassing both parents on migration, father on migration, and mother on migration uncovered minor disparities in academic performance, with effect sizes signalling practical insignificance. This study places a prominent emphasis on the fundamental role of parental support and active involvement in shaping academic accomplishments, presenting the perspective that both LBC and NLBC can attain academic excellence when nurtured appropriately. In its broader implications, this research informs targeted intervention strategies and support frameworks, predicting a holistic development pathway and seamless integration of these children within the evolving educational landscape of Nepal.</p>

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A comparative study on the academic performance of left-behind and non-left behind children: evidence from Kaski District, Nepal

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月29日

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  • Sushil Sharma,
  • Bhimsen Devkota,
  • Devaraj Acharya,
  • Surendra Giri

摘要

This study explores the academic performance of left-behind children (LBC) and non-left-behind children (NLBC) along with their mutual comparison. Employing a cross-sectional survey method, data were gathered from grade five students of the Kaski District of Nepal through cluster sampling techniques encompassing all five local bodies as a cluster. The sample comprised 784 children representing 43 schools including 392 from LBC and an equal number from NLBC. The schools were selected through systematic random sampling (SRS) with children further selected through probability proportionate sample to size (PPS). The application of the Mann–Whitney U test revealed minute differentials in academic performance across subjects such as Social Studies, Science, English, Mathematics and overall between LBC and NLBC. These variances, quantified through effect sizes (r) below the threshold of 0.1, denote a state of nominal effects. Moreover, an exploration of parental migration scenarios encompassing both parents on migration, father on migration, and mother on migration uncovered minor disparities in academic performance, with effect sizes signalling practical insignificance. This study places a prominent emphasis on the fundamental role of parental support and active involvement in shaping academic accomplishments, presenting the perspective that both LBC and NLBC can attain academic excellence when nurtured appropriately. In its broader implications, this research informs targeted intervention strategies and support frameworks, predicting a holistic development pathway and seamless integration of these children within the evolving educational landscape of Nepal.