Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school

Q3 Social Sciences

Perspectives in Education Pub Date : 2022-01-01 DOI:10.38140/pie.v40i4.6635

Chane de Jager, P. Triegaardt

引用次数: 0

Abstract

The study investigated how the school management team of a primary school in Gauteng supported parents to ensure academic success during COVID-19. Therefore, the study explored the perspectives of parents on their experiences and challenges that they had to support learning at home during the COVID-19 lockdown. This study used a quantitative approach and participants were selected using quota sampling. The respondents were limited to parents of Grade 3–7 learners from a selected school in the Johannesburg municipality area. Data were collected using an item-format combined questionnaire. This study revealed how parents experienced the online learning process. It is recommended that the school should improve its communication system with its parents, and provide online training and workshops to parents and teachers on how to give support to learners in an online teaching environment.

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在南非一所小学探讨家长在COVID-19期间支持学习方面的看法

该研究调查了豪登省一所小学的学校管理团队如何在COVID-19期间支持家长确保学业成功。因此，该研究探讨了父母对他们在COVID-19封锁期间支持在家学习的经历和挑战的看法。本研究采用定量方法，并采用配额抽样的方式选择参与者。受访者仅限于约翰内斯堡市区一所选定学校3-7年级学生的家长。采用项目式联合问卷收集数据。这项研究揭示了家长是如何体验在线学习过程的。建议学校改善与家长的沟通系统，并为家长和教师提供在线培训和研讨会，以了解如何在在线教学环境中为学习者提供支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Perspectives in Education Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Perspectives in Education is a professional, refereed journal, which encourages submission of previously unpublished articles on contemporary educational issues. As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debates on a wide range of topics. PIE invites manuscripts employing innovative qualitative and quantitative methods and approaches including (but not limited to) ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethnomethodology, social and educational critique, phenomenology, deconstruction, and genealogy. Debates on epistemology, methodology, or ethics, from a range of perspectives including postpositivism, interpretivism, constructivism, critical theory, feminism, post-modernism are also invited. PIE seeks to stimulate important dialogues and intellectual exchange on education and democratic transition with respect to schools, colleges, non-governmental organisations, universities and technikons in South Africa and beyond.