An examination of the role of parental education in influencing students’ participation in online learning in Kaduna North LGA, Kaduna State
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Background of the study
Parental education has long been acknowledged as a critical factor influencing students’ academic outcomes, and its role has become even more significant in the era of online learning. In Kaduna North LGA, Kaduna State, the educational attainment and involvement of parents are seen as pivotal in shaping students’ participation and performance in virtual learning environments. Parents with higher educational backgrounds are generally more aware of digital tools and are better equipped to support their children’s academic endeavors, thus fostering an environment that values and encourages active online participation (Abdullahi, 2023). The rapid shift to online learning, accelerated by technological advancements and recent global disruptions, has necessitated a closer examination of how parental education influences students’ engagement and success in digital classrooms.
This study is anchored in the belief that parental involvement, informed by educational experience, creates a supportive home environment that complements formal online instruction. Parents play a crucial role in monitoring academic progress, ensuring regular attendance, and facilitating access to digital resources. Moreover, they often serve as the primary motivators for their children, encouraging the development of self-discipline and digital literacy skills that are essential for navigating online education (Bello, 2024). In Kaduna North LGA, where disparities in educational resources and technological access exist, understanding the impact of parental education is particularly important. The study will explore the extent to which parental educational levels correlate with student participation rates, quality of engagement, and overall academic achievement in online learning settings.
Furthermore, the research acknowledges that parental attitudes towards education, shaped by their own educational experiences, can influence students’ perceptions and commitment to online learning. This dynamic is critical in a setting where traditional face-to-face instruction has been largely replaced by virtual methods, and the home environment assumes a central role in educational delivery. By examining the interplay between parental education and student participation, the study aims to identify key factors that contribute to effective online learning experiences, thereby informing strategies for parental involvement that can enhance digital learning outcomes (Abdullahi, 2023; Bello, 2024).
Statement of the problem
Despite the recognized importance of parental education in supporting student learning, many online learning environments in Kaduna North LGA face challenges related to parental involvement. A significant problem is the disparity in the educational backgrounds of parents, which results in varied levels of support for students engaging in online learning. In households where parents have limited educational attainment, there is often less awareness of digital tools and educational strategies, leading to reduced monitoring of academic activities and lower levels of student participation (Mustapha, 2023). Additionally, socio-economic constraints further complicate the scenario, as parents with lower education levels may also face challenges in providing the necessary technological support for effective online learning.
Another challenge arises from the limited communication between schools and parents, which exacerbates misunderstandings regarding the expectations and requirements of online learning. This communication gap can lead to students receiving inadequate guidance at home, thereby affecting their academic performance and engagement. The lack of targeted interventions aimed at enhancing parental involvement in the digital learning process further deepens the problem. Consequently, students from less-educated households may experience lower levels of participation, reduced motivation, and overall academic challenges compared to their peers with better-supported home environments (Mustapha, 2023). Therefore, there is an urgent need to examine the role of parental education in influencing students’ online learning participation and to develop strategies that bridge the gap between home and school support systems. This study aims to explore these issues in depth, seeking to provide empirical evidence on the relationship between parental education and student engagement in online learning in Kaduna North LGA, thereby offering insights that could inform policy and practice (Mustapha, 2023).
Objectives of the study:
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To determine the influence of parental education on students’ participation in online learning.
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To identify the challenges faced by parents in supporting digital education.
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To propose strategies to enhance parental involvement in online learning environments.
Research questions:
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How does parental education affect students’ participation in online learning?
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What are the primary challenges parents face in supporting their children’s online education?
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Which interventions can improve parental involvement in the online learning process?
Research Hypotheses:
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Higher parental education is positively associated with increased student participation in online learning.
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Parental involvement mediates the relationship between home support and student engagement in online classes.
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Interventions aimed at enhancing parental digital literacy result in improved student learning outcomes.
Significance of the study
This study is significant as it elucidates the critical role of parental education in shaping students’ engagement in online learning in Kaduna North LGA. The findings will inform educators and policymakers about the need for targeted interventions to support parents, thereby enhancing the overall digital learning experience. By bridging the gap between home and school, the study aims to promote equitable educational opportunities and improved academic performance (Abdullahi, 2023).
Scope and limitations of the study:
The study is limited to secondary schools in Kaduna North LGA, Kaduna State, focusing solely on the influence of parental education on students’ participation in online learning. It does not extend to other forms of parental involvement or other educational levels. Limitations include socio-economic disparities, communication gaps, and potential bias in self-reported data.
Definitions of terms:
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Parental Education: The level of formal education attained by parents, which influences their ability to support their children academically.
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Online Learning Participation: The active involvement of students in virtual learning activities and their engagement with digital instructional materials.
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Digital Literacy: The skills required to effectively use digital tools and technologies for learning and communication.
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