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

Authors

DOI:

https://doi.org/10.38140/pie.v40i4.6635

Keywords:

COVID-19, Educational development, Online learning, Perceptions of parents, Parental involvement

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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Author Biographies

Chane De Jager, University of South Africa

Department of Educational Management and Leadership

Graduated Student

Paul Karel Triegaardt, University of South Africa

Department of Educational Foundations

Research Fellow

Published

2022-12-23

How to Cite

De Jager, C., & Triegaardt, P. K. (2022). Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school. Perspectives in Education, 40(4), 245-261. https://doi.org/10.38140/pie.v40i4.6635

Issue

Section

Research articles