Investigating the challenges of first-generation learners in primary education in Narsingdi Sadar

Abstract

This study examines the difficulties encountered by first-generation learners in primary school, with an emphasis on the socioeconomic and academic aspects. A qualitative approach was used to collect data from headteachers, assistant teachers, and students in grades 3 to 5.. The findings highlight major academic obstacles like language and math challenges that are made worse by economic inequality and a lack of tools for learning. Financial limitations, a lack of parental guidance, and the effect of mobile phones on education were all examples of socioeconomic obstacles. Sufficient educational initiatives were found to be necessary for tailored assistance. Teachers emphasized the value of community engagement and student-centred teaching strategies. The importance of parents' roles was highlighted, highlighting the need for greater understanding and teamwork. A comprehensive strategy is needed to address these issues, taking into account the special requirements of first-generation learners for a more welcoming and encouraging learning environment.