INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Factors Effects on Students' Results: A Study on Char Areas in  
Faridpur District in Bangladesh  
Md. Quamrul Ahsan Talukder, PAA1., Bijoy Kumar Mondal2  
1Deputy Secretary, Statistics and Informatics Division, Ministry of Planning, Dhaka  
2PhD candidates, Sociology discipline, Social Science School, Khulna University, Khulna 9208  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000828  
Received: 07 November 2025; Accepted: 14 November 2025; Published: 25 November 2025  
ABSTRACT  
The study aims to identify the factors that affect primary-level student results and the factors that affect  
secondary-level student results. For this study responses were collected randomly from 501 primary level  
students and 165 secondary level students by adminstraating two interview schedules. In this study, IBM SPSS  
statistics were used for the chi-square test. The study revealed that at the primary level age of the student,  
gender of the student, presence in a month, illness in a month, father’s occupation, number of family members,  
number of siblings, opportunity to use internet, use of mobile phone, read a textbook in a day (time), distance  
from home to school, way to go to home to school, got book early in the year, go to school with school dress,  
methods of teachers take class were the important factors that effect on students result. And in the secondary  
level the study found, student present in a month, illness in a month and got book early in the year were the  
important factors that affect student results. Further, necessary suggestions were given to improve education in  
char area of Faridpur district.  
Key Term: Last exam result, Factors, primary level, secondary level, char area  
INTRODUCTION  
Countries are repetitively facing challenges such as economic, social, environmental, etc. for globalization. To  
overcome these challenges education helps to develop new knowledge and high skills (OECD, 2019). On the  
way to gathering knowledge and skills, ICT become essential for educational institutions worldwide (Hsu &  
Huang, 2006). In this continuation, Bangladesh is working tirelessly for the development of its education  
sector, especially in remote area. Similarly, in the char area of Faridpur district, the Bangladesh government  
and local administration have provided assistance to make the students and teachers skilled. The local  
administration of Faridpur has arranged engine-driven boats for the students and teachers of char area. In  
addition, various types of educational materials are being provided, including infrastructural development, and  
stipends for meritorious students. Apart from this, “We Make Mistake” contest is organized through a  
Facebook page to promote English education. Therefore, this research will try to find out whether such  
cooperation, especially the development of information technology, is contributing to the academic  
performance of the students or not.  
However, various studies have been conducted previously and found various factors have affted students  
academic performance. Low-income students appear to experience specific forms of motivational decline  
during adolescence, so they perceive studying as less and less meaningful about their goals, values, and  
identities (Alivernini et al., 2023). In addition, considering the relationship between the educational resources  
of the schools and the academic achievement as a whole, there are negative and significant relationships  
between the SBS scores of the students, and the average service length of the teachers, the lack of qualified  
science teachers, and the lack of the laboratory technicians (Savasci & Tomul, 2013). Further, overall school  
resources have an insignificant impact on the academic achievement while school resources do not influence  
much the student learning and subsequent academic achievement of students. The availability of school  
resources is very low and this varies from school to school (Tahira et al., 2016). In addition, a broad range of  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
resources were positively related to student outcomes, with effect sizes large enough to suggest that moderate  
increases in spending may be associated with significant increases in achievement (Greenwald et al., 1996).  
However, a strong relationship was found between educational materials, cumulative spending, preprimary  
school attendance and student performance on the science and mathematics (Dey, 2010). Further, educational  
resources are indeed positively related to improved student achievement (Archibald, 2006). Improvement in  
the quality of educational systems does not necessarily require an increase in school resources (Altinok, 2010).  
On the other side, the teacher student ratio has a significant positive relationship with students’ average scores  
in each school. The improvement of teacher-student ratio is beneficial to achievement of student (Liu, 2022).  
Therefore, students located in schools in Metropolitan locations achieve significantly higher results when  
compared to students in all other geographical areas. The study also found, consistently significant differences  
in the achievement of students in rural schools when compared to their peers in metropolitan schools for a  
number of countries (Panizzon, 2015). Student previous achievement predicted current Portuguese and math  
academic achievement, yet significant differences in determinants according to the subject were found (Nunes  
et al., 2023). Parental income and wealth, find a declining association with children’s school grades across the  
distribution of school grades (Wiborg & Grätz, 2022). Moreover, parents’ as well as teachers’ influence was  
more significant in the Portuguese language than in Math (Nunes et al., 2023).  
Consequently, internet outlets for students include school ICT labs, mobile phones, internet facilities for  
families, and public internet cafes has influence on academic standards among students, and found as those  
with internet access have shown a higher improvement in academic performance than those without  
(Amponsah et al., 2022). The internet has a significant impact on student’s academic performance since it  
enables them to access publications and articles that are otherwise unavailable in libraries. The study also  
identified the detrimental effects of internet use, which results in distraction as people spend more time on  
social media than studying (Ghoshal & Upadhyay, 2023). Majority of the respondents were computer literate  
and it was discovered that the students frequently access the internet from cyber café, and that they consult the  
internet in order to retrieve relevant academic materials. In addition, majority of the students rated the internet  
for academic pursuit to be on the average, E-journals and E-books were among the resources the students  
mostly used on the internet, for better prepared their examination (Ivwighreghweta & Igere, 2022). There is a  
significantly positive relationship between the level of internet usage and the level of academic performance of  
students. The researchers also came to know that the internet reduced the dependency of teachers. The result  
also showed that there is a strong gap between the student and teacher relationship. Majority of the respondents  
agreed that the additional source helped to enhance their academic performance and learning (Nawaz, 2021).  
Supplementary, there is a significant relationship between internet usage for academic work and students’  
academic performance. The role of the internet and academic performance is critical for students to attain high  
academic achievement independently (Ogheneakoke et al., 2018; Onwukanjo, 2021).  
Nevertheless, academic achievement of the students who received computer assisted instruction practices was  
higher than those who received traditional instruction practices (Korucu & Gunduz, 2011). Furthermore, the  
experimental group that applied the computer-assisted teaching method was significantly observed to be more  
successful than the control group that applied the traditional teaching method (Imizuokena., 2022). Student of  
technology enhanced class room established student engagement and improved academic achievement (Carle  
et al., 2009). Additionally, minority students may have benefitted more from receiving free computers because  
of fewer alternatives for accessing home computers due to lower rates of computer ownership among family,  
friends, and relatives (Fairlie, 2012). Students use the computer at home, need to use it frequently to influence  
academic achievement, but when students use the computer at school, it will influence academic achievement  
positively (Simões et al., 2022).  
Most of the respondents agreed that internet is powerful tool that facilitates their academic performance  
positively (Rodríguez; et al., 2022; Said, 2020). Students’ social life is influenced by the internet. The use of  
the internet for study purposes and academic achievement is directly proportional to each other while inversely  
proportional to student social life. The number of hours spent on the internet will affect the students’ social life  
unless the internet is used for learning/academic purposes (Shahibi, 2017; Soegoto & Tjokroadiponto, 2018).  
However, geographical factors such as weather, cold and heat, drought and humidity, forest and mountainous  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
areas, neighborhood physical and housing conditions, high density or low population density, air pollution,  
monsoon winds, village housing architecture, access to nutrition, high latitude, distant proximity to  
temperature, cultural norms, religious restrictions and dozens of other factors have an influence on students  
learning and teaching (Amiri, 2019). Self-efficiency is a stronger and more reliable predictor than the pressure  
connected with academic achievement (Cao et al., 2024).  
On the other side, most (60.4%) had positive effect of internet on academics’ performance, slightly less than  
one third (31.6%) had low GPA/poor results as an effect on internet usage on academic performance (Zamir et  
al., 2020). Similarly, ICT resources are negatively associated with student academic performance (Wang &  
Wang, 2023). Another study revealed that there is no direct relationship between household asset ownership  
and academic performance but convincing evidence that assets are associated indirectly with academic  
performance (Ansong et al., 2015).  
Objectives  
To know the factors effect on primary level student results.  
To know the factors effect on secondary level student results.  
METHODS AND MATERIALS  
Research Design  
This study was explanatory in nature. For this study, quantitative research methods were used. Quantitative  
research is the process of collecting and analyzing numerical data. It can be used to find patterns and averages,  
make predictions, test causal relationships, and generalize results to wider populations (Pritha Bhandari, 2023).  
For this study, an interview schedule was developed and after data collection chi-square test was executed to  
find the research objectives.  
Study Area  
This study was conducted on the char area of faridpur district. Faridpur district consisted of 9 upazila. Among  
them 3 upazila (faridpur sadar, sadarpur and charbhadrason) were purposively selected. Among the chars of  
this region, Degree’s Char, North Channel, Bhagwaner Char, Shalerpur Char, Narartek Char, and Matubbar  
Dangir Char are famous. In addition, 58 primary schools and 18 secondary schools are situated in these three  
upazila. Among the 58 primary schools, 12 primary schools were selected and among the 18 secondary  
schools, 4 secondary schools were rationally selected for this study.  
Participants  
For this study data were collected from both primary and secondary level students. From above mention  
schools students were selected based on specifications: (i) students must be enrolled in primary and secondary  
level school; (ii) the student must have at least one examination result; (iii) participants should be selected with  
gender parity. Considering the above criteria 501 students from the primary level and 151 students from the  
secondary level were selected for the final interview.  
Data collection  
For data collection, two interview schedules were developed, one for primary level and another for secondary  
level students. In addition, before going to the final data collection pretest was conducted, and after necessary  
modifications based on the pretest result interview schedule was finalized for data collection. Moreover, some  
trained data enumerators visited every selected school and collected data from the students. Before data  
collection parental assent and student consent were taken where appropriate for ethical consideration.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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Data processing  
Independent variable (Primary level)  
The age of the participants was measured by years ranging from 7 to 13 years. The participants were divided  
into boys and girls. Students present in school (monthly) were measured by days ranging from 10 to 20 days.  
Further, student illness (monthly) was measured by days ranging from 0 to 4 days. Fathers, occupations were  
categorized into farmer, day labour, job holder, driver, aboard, business, and fisherman. However, students’  
family members ranged from 3 to 11 and the number of siblings from 2 to 9 were measured by person.  
Opportunity to use internet, opportunity to use computer/laptop, use of mobile phone was measured by yes and  
no. Read a textbook in a day measured by hours, ranging from 0 to 8 hours. Distance from home to school is  
measured by kilometer (KM), where the lowest is 0.10 KM and to highest is 5 KM. In addition, way to go  
home to school was categorized as feet, bicycle, trawler, and others. Moreover, got books early in the year, go  
to school in school dress, methods of teachers taking classes, eat enough food, schools have hygienic toilets or  
not were measured by yes and no.  
Independent variable (Secondary level)  
The age of the students was measured by years ranging from 12 to 16 years. The participants were divided into  
boys and girls. Further, students present in a month were measured by days where the lowest value was 15  
days and the highest value was 25 days. In addition, student illness in a month was also measured by days  
where the lowest value was 0, and the highest value was 11 days. Student fathers’ occupations were  
categorized into business, farmer, professional, aboard and day labor. Moreover, number of family members  
was measured in person ranging from 3 to 7. And number of siblings also measured in person ranging from 2  
to 5. In addition, opportunity to use internet, opportunity to use computer/laptop, and use of a mobile phone  
were measured by yes and no. Read textbook in a day (time) was measured by hours ranging from 0.20 hours  
to 9 hours. Further, way to go home to school was measured in KM ranging from 0.10 KM to 5 KM. Way to  
go home to school was categorized into on feet, bi-cycle, trawler, and others. However, got book early in the  
year, and go to school in school dress were measured into yes and no. Again methods of teachers taking class  
were categorized into multimedia, board & marker, chalk & duster, and others. In addition, eat enough food  
and victim of eve teasing in the past 1 year were measured into yes and no. In this study sources of drinking  
water in school were categorized into tubewell, pond, rainwater, and no sources.  
Dependent variable (primary and secondary level)  
In this study, the academic result was measured by the student last exam results, which were categorized as,  
excellent, medium, and low.  
Data Analysis  
In this study, after collecting the quantitative data IBM SPSS software was used. For this study, to find out the  
research objectives inferential statistics were used. Further, to know the relation between dependent and  
independent variables chi-square test was conducted. Moreover, the MS Office package was used to write the  
entire report.  
FINDINGS  
Primary Level  
To understand the factors related to student’s results, Pearson’s chi-square test was executed, along with  
Fisher’s exact test when appropriate. The table shows that student age and gender were significantly related to  
the student’s last exam result (p < 0.000 and p < 0.096). Further, the study focused on the present in month,  
illness in month and father occupation were highly significant with student results (p <0.000; p < 0.043 and p <  
0.000) respectively. Moreover, the study found a significant relation between number of family members and  
academic achievement (p <0.048), where number of siblings and exam results were significantly related (p  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
<0.049). Further, the study found a significant relation between the opportunity to use in internet and with  
student’s last exam result. However, there was no significant relation between the opportunity to use a  
computer /laptop and exam results (p> 0.373). Whereas the use of mobile phones was significant in student’s  
last exam results.  
However, the table showed that reading a textbook in a day (time) and distance from home to school were  
statistically significant with the last exam result (p <0.000 and p <0.000) respectively. On the other hand, the  
way to go home to school and get book early in the year was statistically insignificant with the student’s last  
exam result (p >0.698 and p > 0.810) respectively. Therefore, going to school with school dress and methods  
of teachers taking class were statistically associated with student last exam results (p <0.004 and p < 0.002).  
Whereas the study found that eating enough food and hygienic toilets were insignificantly associated with  
student’s last exam results (p >0.454 and p >0.311) respectively.  
Table 1. Student Result and its covariates (Chi-square test) Primary Level (n=501)  
Dependent Variable (Last exam Result)  
Independent variable  
χ2  
P value  
0.000  
0.096  
0.000  
0.043  
0.000  
0.048  
0.049  
0.000  
0.373  
0.000  
0.000  
0.000  
0.698  
0.810  
0.004  
0.002  
0.454  
0.311  
Fishers exact test  
(df)  
Age of the Student  
68.810 (12)  
4.678 (2)  
Gender of the students  
4.660  
Present in a month  
65.652 (20)  
15.935 (8)  
39.383 (12)  
23.849 (14)  
23.786 (14)  
32.550 (2)  
1.972 (2)  
-
Illness in a month  
-
Father Occupation  
-
Number of Family Member  
Number of Siblings  
-
-
Opportunity to use Internet  
Opportunity to use computer/ laptop  
Use of Mobile Phone  
32.542  
1.718  
28.614  
-
28.749 (2)  
51.500 (20)  
60.383 (26)  
2.205 (4)  
Read a text book in a day (time)  
Distance from home to school  
Way to go to home to school  
Got book early in the Year  
Go to school with school dress  
Methods of teachers take class  
Eat enough food  
-
2.101  
0.543  
11.049  
17.498  
1.557  
2.289  
0.421 (2)  
10.895 (2)  
17.484 (4)  
1.579 (2)  
School have hygienic toilets or not  
2.335 (2)  
(Source: Filed survey 2024)  
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Secondary Level (n=165)  
To understand the factors related to student results, the Pearson chi-square test was executed along with the  
Fisher exact test when appropriate. The table shows that student age and gender were statistically insignificant  
with the last exam result (p >0.107 and p >0.397). On the other side, presence in a month and illness in a  
month are statistically significant with the student’s last exam result (p <0.073 and p <0.083). However, the  
table showed that the father’s occupation, number of family members, and number of siblings had no  
significant relation with the student’s last exam result (p > 0.290, p > 0.745, and p >0.109) respectively.  
Further, opportunity to use the internet, opportunity to use a computer/laptop, and use a mobile phone were  
insignificantly related to the student’s last exam result (p >0.698, p >0.941, and p >0.530) separately.  
In addition, read a textbook in a day (time), distance from home to school, and way to go home to school were  
statistically insignificant with the student’s last exam result (p >0.691, p >0.123, and p >0.284) respectively.  
On the other hand, the study found that, got books yearly had a significant relation with student's last exam  
results (p <0.092). Moreover, the study showed that go to school in school dress, methods of teachers take  
class, and eat enough food had no statistical relation with students’ last exam results (p >0.495, p >0.415, and p  
>0.510) respectively. Further, sources of drinking water and victims of eve teasing in the past 1 year had no  
relation with students’ last exam results (p > 0.186 and p >0.716) respectively.  
Table 2. Student Result and its covariates (Chi-square test) Secondary Level (n=165)  
Dependent Variable (Last exam Result)  
Independent variable  
χ2  
P value  
0.107  
0.397  
0.073  
0.083  
0.290  
0.745  
0.109  
0.698  
0.941  
0.530  
0.691  
0.123  
0.284  
0.092  
0.495  
Fishers exact test  
12.993  
1.856  
(df)  
Age of the Students  
13.137 (8)  
1.846 (2)  
29.809 (20)  
24.301 (16)  
9.654 (8)  
5.113 (8)  
Gender of the students  
Present in a month  
-
Illness in a month  
19.917  
9.076  
Father Occupation  
Number of Family Member  
Number of Siblings  
5.132  
10.407 (6)  
0.720 (2)  
0.121 (2)  
1.269 (2)  
42.649 (48)  
25.065 (18)  
5.037 (4)  
4.771 (2)  
1.408 (2)  
8.729  
Opportunity to use Internet  
Opportunity to use computer/laptop  
Use of Mobile Phone  
0.747  
0.153  
1.362  
Read a text book in a day (time)  
Distance from home to school  
Way to go to home to school  
Got book early in the Year  
Go to school with school dress  
44.723  
23.519  
5.045  
4.720  
1.150  
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Methods of teachers take class  
Eat enough food  
1.761 (2)  
1.346 (2)  
3.363 (2)  
0.668 (2)  
0.415  
0.510  
0.186  
0.716  
1.950  
1.362  
3.386  
0.755  
Source of Drinking water in school  
Victim of eve teasing in the past 1 year  
(Source: Filed survey 2024)  
DISCUSSION  
Both in primary and secondary levels student age and gender were significantly related to the student’s last  
exam. In other studies, Li et al. (2016) in their studies found that age had a significant impact on the academic  
performance of the students in China, i. e. older children scored higher in literacy skills, numeracy skills, and  
social skills than younger children. Besides, it was found that 15 years old students performed better than 13  
years in schools (McConney & Perry, 2010; OECD., 2004, 2005). Moreover, Li et al. (2016) in their studies  
found that boys scored higher than girls in literacy skills, numeracy skills, and social skills. On the other side,  
it was found that females perform better than males in biology (Acar et al., 2015; Chertkova et al., 2014). In  
addition, both primary and secondary level students present in a month and illness in a month were statistically  
significant with the student’s last exam. Further, in the primary section father’s occupation was highly  
significant with student results whereas in the secondary level father’s occupation had no significant relation  
with the student's last exam. In addition, it was shown that the father’s employment had a positive relation with  
children’s academic achievement (Pourfeiz & Mohammadi Behjoo, 2013).  
However, at the primary level family members and the number of siblings had a significant relation with  
students’ academic results whereas there is no relation of this variable at the secondary level. In Morocco,  
Bouiri et al. (2022) found that the effect of socio-familial characteristics had a partially significant relationship  
with school grades with a weak effect. Additionally, Bartolome (2021), found that a child’s home arrangement  
has a significant impact on their academic performance. Further, students from two-parent families had higher  
or better academic accomplishments than students from single-parent families. Moreover, Suleman et al.  
(2012) show that students with fewer family members show excellent academic achievement. Further,  
Krejčová et al. (2019) in their study found that a higher level of academic self-efficacy was detected by older  
siblings and respondents with a longer age-distance between them and their siblings. Gurgand et al. (2024) the  
results indicated that there is a low negative correlation between number of siblings and academic  
achievement.  
However, at the primary level, opportunity to use the internet had a significant relation but at the secondary  
level, opportunity to use the internet had no relation with student results. In Ghana, it was found that internet  
access influences academic standards among students, as those with internet access have shown a higher  
improvement in academic performance than those without (Amponsah et al., 2022). Further, the internet has a  
significant impact on students’ academic performance since it enables them to access publications and articles  
that are otherwise unavailable in libraries (Ghoshal & Upadhyay, 2023). Further, daily use of the Internet to  
listen to music or search for information about other topics of interest can favor the maximization of  
educational outcomes, the use of social networks should be limited as much as possible to avoid hindering the  
educational process (Rodríguez; et al., 2022).  
Further, in the area of opportunity to use a computer/laptop, there is no significant relation with student results  
both in primary and secondary levels. Compare these findings Akcay (2023); Barrios Aguirre et al. (2021)  
found computers and the internet at home had a positive impact on English language performance.  
Additionally, at the primary level mobile phone use had a significant relation but at the secondary level, it had  
no relation with student academic results. Studies found that Kaur (2018); Sunday et al. (2021) mobile phone  
usage negatively affects the academic performance of students as they stuck to this device during their classes.  
Further, students who were not using their mobile phones wrote down 62% more information in their notes,  
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took more detailed notes, were able to recall more detailed information from the lecture, and scored a full letter  
grade and a half higher on a multiple choice test than those students who were actively using their mobile  
phones (Kuznekoff & Titsworth, 2013).  
At the primary level, read a textbook in a day (time) and distance from home to school were significantly  
related but at the secondary level, read a textbook in the day (time) and distance from home to school were  
insignificantly related with student last exam result. Abid et al. (2023); Ali et al. (2023) in their study showed a  
strong positive relationship among reading habits, study skills, and academic achievement in English. Also,  
textbooks were very much used in teaching and learning as well as in the library and a positive correlation  
exists between textbook use and academic achievement (Attakumah, 2020). Further, Oneya and Onyango  
(2021) in their study imply that longer distance obstructs the smooth learning environment for students and,  
hence may lead to low performance. Moreover, there was a significant relationship between the students’  
distance to school and their academic performance in Math (Peteros et al., 2022; Zeragaber et al., 2024).  
Further, both in primary and secondary levels, the way to go home to school was insignificantly related to  
student results. Peteros et al. (2022) in their study found no significant relationships between the student’s  
mode of transportation, house accessibility to the road, and their academic performance. In addition, Lutz et al.  
(2024) found a significant inverse correlation between school bus transportation and academic achievement for  
Grade 10 literacy.  
Moreover, at the primary level getting a book early in the year was statistically insignificant but at the  
secondary level getting a book early in the year had a significant relation with a student’s last exam result. In  
comparison to these findings, Attakumah et al. (2015); Prasetya (2018) in their study found a strong positive  
correlation between textbook availability and academic achievement in public senior high schools. At the  
primary level, go to school with school dress and methods of teachers take class were significantly related but  
at the secondary level, it had no relation to student’s last exam results. Other studies found that school  
uniforms are supposed to help stop issues of cliques, prevent gangs from forming, and help students  
concentrate on their studies (Agarwal, 2015). Another study found a negative effect of uniforms on student  
academic achievement (Brunsma & Rockquemore, 1998). On the other hand, Anthony et al. (2023) strongly  
agree that when using a professor's educational strategy, the learner simply absorbs what the instructor is  
teaching because all assistance and knowledge is provided by the teacher. Supplementary, Farooqi; et al.  
(2023) in their study found lecture method is frequently used by teachers as the top selection. The discussion  
method is their second and book reading is on third rank.  
Both at the primary level and secondary level, eat enough food had no relation with students’ academic results.  
Burrows et al. (2017) in their study found moderately significant positive associations between diet and  
academic achievement, including breakfast, regular meal consumption, and meeting national recommendations  
for fruit intake. Whereas, students who consume balanced, nutritious food and drink perform better in areas of  
participation, behavior, and attendance and get their assigned tasks done more completely than students who  
do not eat well (Dodsworth, 2010). Further, at the primary level, hygienic toilet was insignificantly associated  
with student's last exam results. In addition, at the secondary level, sources of drinking water and victims of  
eve teasing in the past 1 year had no relation with students’ last exam results.  
CONCLUSION AND SUGGESTIONS  
The study found a significant relation between academic results and factors both at primary and secondary  
levels. At the primary level, the study found the age of the student, gender of the student, presence in a month,  
illness in a month, father’s occupation, number of family members, number of siblings, opportunity to use  
internet, use of mobile phone, read a textbook in a day (time), distance from home to school, way to go to  
home to school, got book early in the year, go to school with school dress, methods of teachers take class were  
significantly related students result. Further, at the secondary level the study found that students present in a  
month, illnesses in a month, and got a book early in the year had a significant relation with student’s last exam  
result.  
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Suggestions to improve education in char area  
Take necessary steps to increase student attendance.  
Increase parents’/guardians’ consciousness about their children’s education.  
Increase internet facilities in the char area.  
Set up a computer lab in school.  
Develop roads and provide bicycles for the students.  
Provide notebooks/pens early in the year.  
Set up a multimedia classroom.  
Available soap in the washroom.  
Scheduling and monitoring of student activities as per daily routine.  
Arrange pure drinking water.  
Take necessary steps to stop child marriage.  
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