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Abstract The relationship between poverty and education is complex and interdependent. Poverty limits access to quality schools and educational resources, leading to lower academic performance and class engagement. The objective of this study is to analyze the effectiveness of poverty on class engagement in assignment submission. A cross-sectional survey has been applied in a quantitative and positivist philosophical setting. Five hundred and thirty samples were randomly selected from 20 community schools in Jhapa and Morang using stratified sampling. Poverty identification was based on the Nepal Multidimensional Poverty Index (MMPI), 2021. Primary data is based on self-reports and non-standard questionnaires and analyzed through Stata 14 by taking support of logistic regression. The study found that 90 percent are far from better learning resources and about 50 percent of impoverished students have fewer opportunities to correct assignments regularly. The majority of poor students who do not complete homework within the deadline are punished physically. Similarly, more than 70 percent of students living in poverty have no access to interaction and learning support. According to the study's findings, students living in poverty participate less actively in class during the submission and correction of assignments. Poverty-stricken students have not taken full advantage of their educational prospects. The study suggests that quality education for students living in poverty is possible through the provision of quality educational resources, support to teachers and families, and the implementation of programs that address the specific needs of children.
Khatri et al. (Fri,) studied this question.