WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

Lubna J Ghulam*, Eman A . Al Kaseer and Jawad K Al Diwan

ABSTRACT

Background: Maternal education is a factor contributes to cognitive development. Impact of a mother's educational attainment affecting her child's cognitive abilities, shaping their learning environment, access to reso urces, and developmental outcomes was highlighted. The aim was to clarify the impact of maternal education of cognition of school children in Baghdad, Iraq. Methodology: A total of 100 school children was included in the study. Theu were selected convenien tly in Baghdad for the period 1 st of March to 1 st of July 2024. Stanford Binet Intelligent Scale 5 th edition was used (SB 5). SB 5 evaluates Fluid Reasoning (Solving novel problems without relying on prior knowledge), Knowledge (Accumulated information, ac ademic skills, and facts), Quantitative Reasoning (Problem solving and understanding numerical concepts), Visual Spatial Processing (Understanding and manipulating visual information), and Working Memory (Holding and processing information temporarily for task completion). Results: Quantitative reasoning and knowl edge among school children of graduated mothers were significantly higher than that among school children of undergraduate mothers (p = 0.003, and p = 0.001, respectively). No significant differences in visual spatial, working memory and fluid reasoning am ong school children of graduate mothers and those of school children of undergraduate mothers. (p =0.19, p = 0.8 p = 0.8, respectively). Conclusion: Quantitative reasoning and knowledge of children cognition were enhanced and promoted by educated mother.