[N(poster)] ポスターセッション

英語

[1O34] Cognitive and Non-Cognitive Skills as Predictors of
Mathematics Achievement: Socio-Economic Disparities in Pakistan Primary
Education

*Shafin Md Efrat Jahan Bhuiyan¹ (1. Kobe University)

キーワード：

non-cognitive、socioemotional、cognitive、mathematics、socioeconomic status、primary education、Pakistan

This study investigates the role of cognitive and non-cognitive predictors in shaping mathematics performance among primary school students in Pakistan, drawing on data from the 2019 Trends in International Mathematics and Science Study (TIMSS). This paper uses an OLS model approach to explore the relationship between non-cognitive and cognitive skills, socioeconomic status (SES), and mathematics performance for primary schoolchildren. Pakistan’s education system faces critical challenges, with persistently low learning outcomes in mathematics, high dropout rates, and limited public investment. While prior research has extensively examined cognitive factors, limited attention has been paid to non-cognitive skills that are increasingly recognised as important determinants of academic success. This research addresses the insufficient exploration of non-cognitive skills in primary-level mathematics achievement and the unclear mediating role of SES on academic outcomes through non-cognitive skills. Using an econometric framework, the study tests hypotheses on the direct and indirect effects of both cognitive and non-cognitive predictors. Findings highlight that non-cognitive factors significantly contribute to mathematics achievement and that SES exerts an indirect effect through the development of such skills. The results underscore the need for integrated policies that enhance both cognitive and socio-emotional competencies, thereby promoting more equitable improvements in primary education outcomes in Pakistan.