Abstract

The COVID-19 pandemic, a significant disruptor of traditional educational environments, has led to a notable shift in parental involvement in children’s education, particularly in middle schools. This study, therefore, delves into the dynamics of parental engagement during remote learning, focusing on the challenges parents faced and the strategies they employed to support their children's academic needs. The research questions aimed to understand how parents adapted their involvement in their children’s education during the pandemic, and the study also scrutinized successful communication strategies between parents and schools.

Data was collected through interviews with 11 middle school participants to understand how parents engaged in their children’s education during distance learning. Thematic analysis was done to find meaningful patterns and insights about how parents were engaged, emotionally supported, and communicated with.

The findings showed that good communication encouraged parents to be involved and helped students improve academics and overall well-being. The study found significant problems with necessary academic materials like textbooks and online learning platforms. It also found that parents needed more training programs to use educational technology effectively. Some participants felt more emotional support and better communication from schools. In contrast, others were frustrated due to a lack of guidance and unclear expectations. Participants stressed the importance of attending workshops and training sessions on topics like online safety. They also highlighted the need to learn about virtual classroom etiquette and utilize educational apps, especially for navigating platforms like Google Classroom, to make the audience feel informed and prepared for the challenges of remote learning.

In conclusion, the research underscores the need for schools to address the challenges parents face during remote learning actively. This involves focusing on precise, consistent communication methods and offering organized parental engagement and emotional support programs. By doing so, schools can foster a more collaborative educational environment that empowers parents and enhances student success. The study also highlights the crucial role of parental engagement in enhancing positive academic results. Importantly, it proposes future research to investigate parental involvement in different educational settings, thereby suggesting a potential direction for further study and encouraging the reader to consider the broader implications of the findings.

Library of Congress Subject Headings

Education—Parent participation; Middle school education—COVID-19 Pandemic, 2020-2023; Distance education

Date of Award

2024

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Stephen N. Kirnon

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