## 2 Literature Review  
[PERSON] et al. [3] explained the effect of institutional factors on student educational performance. The research was carried out on a large dataset consisting of 1642 schools in Khyber Pakhtunkhwa province, Pakistan. A positive relationship was found between student performance and institutional factors such as the availability of electricity, gas, and library facilities. In rural areas, electricity and gas had a positive impact, and well-constructed schools improved students' outcomes in these areas. However, factors such as infrastructure and teaching quality were not considered in their study. [PERSON] and [PERSON] [1] investigated students' educational achievement in terms of regional and gender differences. The regional differences were based on socio-economic and school environment-related factors. The analysis examined 2 years of grade 12 results. The results in developed regions were found to be better compared to those in emerging regions. The results also revealed that those regions where the gender gap was minimal had a higher education rate than those with a high gender gap. But their study only considered one district, which may not be generalised. [PERSON] et al. [8] presented a predictive analysis of students in public schools in terms of their academic performance. A data mining classification model, gradient boosting machine (GBM), was implemented to predict student academic outcomes at the end of the year. The results showed the most significant attributes for prediction were students' grades and their class absence rates. Moreover, other important attributes such as the school medium, school segregation by gender, and the number of teachers were also crucial. [PERSON] and [PERSON] [11] concluded that unschooled children were a consequence of regional differences and gender inequalities. The analytical approach of binary logistic regression was applied to the dataset. The results indicated that student demographic characteristics such as gender, age, and home factors such as parent education and family financial status were significantly associated with students' school participation. Their study was limited in the perspective of the impact of regional dimensions on student performance. It concluded that disparities among regions must be considered in terms of socio-economic, demographic, and geographic factors that affect school participation. [PERSON] and [PERSON] [14] investigated the factors that improve the student learning process and increase student knowledge. The experiment was performed on the dataset of students and teachers at one school for 1 year. Some students were taught using the old, traditional methods while other students were taught with the latest methods and proper equipment and facilities. The behaviour and interest of students revealed that better instructional tools and facilities increase the interest of students toward learning. However, they could not be considered key factors like number of students, number of classrooms, or availability of classrooms. [PERSON] et al. [15] considered school facilities factors and determined their impact on student attendance, academic performance, and health. Their research covered schools in the United States. The analysis showed that schools with good classroom heating facilities and air conditioning for the summer season had a high attendance rate compared to schools that lacked these facilities. It was concluded that investments in school mechanical and plumbing systems improve student health and lead to better academic outcomes. Their study did not consider the availability of playgrounds in the schools. [PERSON] et al. [16] explored the impact of investments in school infrastructure on student outcomes. The research was conducted with data on high schools that received extra funds following the 2012 earthquake in Italy. Their approach utilized a quasi-experimental design and an instrumental variable strategy. Variations in the distribution of funds were noted.