## 3 Result and Discussion
### Statistical Analysis
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline \multirow{2}{*}{**Factors**} & **Samples with No Learning Difficulty** & **Samples with Having Learning Difficulty** & **OR** & \multirow{2}{*}{**\(p\)-Value**} & **95\% CI Interval** \\ \cline{2-6}  & **Categorical** & & & & **Low** & **High** \\ \hline \multicolumn{6}{c}{Toke away privileges} \\ \hline NO (Reference) & 5941 & 480 & 1 & & & \\ \hline YES & 6516 & 337 & 1.490 & 0.000 & 1.284 & 1.728 \\ \hline \multicolumn{6}{c}{Shook child} \\ \hline NO (Reference) & 5364 & 436 & 1 & & & \\ \hline YES & 7093 & 381 & 1.260 & 0.002 & 1.086 & 1.462 \\ \hline \multicolumn{6}{c}{Called child dumb lazy} \\ \hline NO (Reference) & 2955 & 244 & 1 & & & \\ \hline YES & 9502 & 573 & 1.077 & 0.376 & 0.913 & 1.271 \\ \hline \multicolumn{6}{c}{Beat child as hard as one} \\ \multicolumn{6}{c}{could} \\ \hline NO (Reference) & 540 & 92 & 1 & & & \\ \hline YES & 11,917 & 725 & 2.265 & 0.000 & 1.776 & 2.888 \\ \hline \multicolumn{6}{c}{Sex} \\ \hline FEMALE (Reference) & 6418 & 465 & 1 & & & \\ \hline MALE & 6039 & 352 & 1.215 & 0.009 & 1.049 & 1.406 \\ \hline \multicolumn{6}{c}{Wealth index quintile} \\ \hline Richest (Reference) & 3064 & 331 & 1 & & & \\ \hline Poorest & 2655 & 186 & 2.612 & 0.000 & 1.953 & 3.492 \\ \hline Second & 2359 & 125 & 1.841 & 0.000 & 1.364 & 2.485 \\ \hline Middle & 2351 & 108 & 1.401 & 0.033 & 1.027 & 1.911 \\ \hline \multicolumn{6}{c}{Fourth} & 2028 & 67 & 1.275 & 0.128 & 0.933 & 1.743 \\ \hline \multicolumn{6}{c}{Mother’s education} \\ \hline Higher secondary+ (Reference) & 1493 & 138 & 1 & & & \\ \hline Pre-primary or none & 3068 & 249 & 1.303 & 0.103 & 0.948 & 1.791 \\ \hline Primary & 6130 & 358 & 1.216 & 0.188 & 0.909 & 1.627 \\ \hline Secondary & 1766 & 72 & 1.110 & 0.449 & 0.848 & 1.452 \\ \hline \multicolumn{6}{c}{**Numerical**} \\ \hline Weight-for-age percentile & 13,274 & 1.000 & 0.963 & 0.994 & 1.006 \\ \hline Child’s weight & 13,274 & 0.954 & 0.040 & 0.912 & 0.998 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Association between the dependent variable and independent variables. The analysis highlights several key factors associated with learning difficulties in children. Disciplinary practices, such as taking away privileges, shaking, and severe physical punishment, significantly increase the odds of learning difficulties. Socioeconomic status plays a crucial role, with children from the poorest households being at a much higher risk, and lower maternal education also contributing to this increased likelihood. Additionally, male children are more likely to experience learning difficulties compared to females. The heatmap shown in Figure 6 reveals a moderately strong positive correlation (0.663) between \"Child's_weight\" and \"Weight_age_P\", indicating that as a child's weight increases, their weight-for-age percentile also tends to rise. In contrast, both \"Child's_weight\" and \"Weight_age_P\" have weak negative correlations with \"Learning_skill\" (\(-0.030\) and \(-0.032\), respectively), suggesting that these physical growth indicators have a minimal relationship with the child's learning skills compared to others.