The Role of Parental Support for Learning in Students' Online Learning Readiness

Year 2023, , 1757 - 1773, 15.12.2023

Ömer Düzenli Mehmet Kara

https://doi.org/10.17240/aibuefd.2023..-1338376

Abstract

This study aims to investigate the role of parental support for learning in students’ readiness for online learning. More specifically, how high school students’ perceived mother and father support for learning predict their readiness for online learning was investigated based on the self-determination theory. The participants of this study were 868 high school students who participated in online courses during the pandemic period. The data were collected through an online form including the learner readiness for online learning scale and the mother and father forms of the parental support for learning scale. The collected data were analyzed through descriptive statistics, Pearson correlation, and multiple linear regression. The descriptive findings indicated that students’ readiness levels for online learning and their perceptions of mother and father’s support for learning are more than moderate. Besides, the mother's support is a significant predictor of self-directed learning while the father’s support is a significant predictor of computer/internet self-efficacy and communication self-efficacy. Finally, both mother and father’s support are significant predictors of learner control and motivation. Similar to the findings obtained for face-to-face education in the relevant literature, the critical role of both mother and father’s support for learning was shown for online learning at the high school level. Based on the findings of this study, the recommendations were presented for both future studies and practices.

Keywords

Online Learning, Online Learning Readiness, Parental Support

Öğrenmeye Yönelik Ebeveyn Desteğinin Öğrencilerin Çevrim içi Öğrenme Hazırbulunuşluğundaki Rolü

Abstract

Bu araştırmanın amacı öğrencilerin çevrim içi öğrenme hazırbulunuşluğunda öğrenmeye yönelik ebeveyn desteğinin rolünün incelenmesidir. Daha özel olarak öz belirleme kuramı çerçevesinde lise öğrencilerinin öğrenmeye yönelik anne ve baba desteği algılarının çevrim içi öğrenmeye yönelik hazırbulunuşluklarını yordama düzeyleri incelenmiştir. Araştırmanın katılımcıları pandemi döneminde çevrim içi öğretime katılan 868 lise öğrencisidir. Araştırma kapsamında veriler çevrim içi bir form aracılığıyla çevrim içi öğrenmeye yönelik hazırbulunuşluk ölçeği ve öğrenmeye yönelik ebeveyn desteği ölçeklerinin anne ve baba formlarıyla toplanmıştır. Toplanan veriler betimsel analizler, Pearson korelasyonu ve çoklu doğrusal regresyon ile analiz edilmiştir. Betimsel bulgulara göre öğrencilerin çevrim içi öğrenme hazırbulunuşluklarının ve öğrenmeye yönelik anne ve baba desteği algılarının ortalamanın üzerinde olduğu belirlenmiştir. Ayrıca, öğrenmeye yönelik baba desteğinin öğrencilerin bilgisayar/internet öz yeterliği ile iletişim öz yeterliğinin anlamlı bir yordayıcısı olduğu görülürken öğrenmeye yönelik anne desteğinin ise öz yönelimli öğrenmenin anlamlı bir yordayıcısı olduğu görülmüştür. Son olarak öğrenmeye yönelik hem anne hem de baba desteğinin öğrenen kontrolü ve öğrenme motivasyonunun anlamlı yordayıcıları olduğu ortaya konulmuştur. İlgili alanyazında yüz yüze öğretim için elde edilen bulgulara benzer şekilde, lise düzeyinde sunulan çevrim içi öğretim için de öğrenmeye yönelik hem anne hem de baba desteğinin kritik rolü ortaya konulmuştur. Araştırmanın bulgularına dayalı olarak hem gelecek araştırmalara hem de uygulamaya dönük öneriler sunulmuştur.

Keywords

Çevrim içi öğrenme, çevrim içi öğrenme hazırbulunuşluğu, ebeveyn desteği

References

• Ates-Cobanoglu, A., & Cobanoglu, I. (2021). Do Turkish student teachers feel ready for online learning in post-covid times? A study of online learning readiness. Turkish Online Journal of Distance Education, 22(3), 270-280.
• Aziz, A., Saddhono, K., & Setyawan, B. W. (2022). A parental guidance patterns in the online learning process during the COVID-19 pandemic: Case study in Indonesian school. Heliyon, 8(12), 1-8.
• Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of Education and Educational Development, 7(1), 9-26.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24. Baskı). Ankara: Pegem Yayıncılık.
• Chiu, T. K. (2022). Applying the Self-Determination Theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), 14-30.
• Chung, E., Noor, N. M., & Mathew, V. N. (2020). Are you ready? An assessment of online learning readiness among university students. International Journal of Academic Research in Progressive Education and Development, 9(1), 301-317.
• Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46-58.
• Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416– 436). Sage Publications Ltd.
• Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185.
• Demir, E. & Gologlu Demir, C. (2021). Investigation of parents’ opinions about distance education during the COVID-19 pandemic. Turkish Online Journal of Distance Education, 22(2) , 42-57.
• Demir, M. R., & Yildizli, H. (2022). Educational processes and learning at home during COVID-19: Parents’ experiences with distance education. International Review of Research in Open and Distributed Learning, 23(3), 1-20.
• Dikbas Torun, E. (2020). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. Open Praxis, 12(2), 191–208.
• Ding, F., Jia, Y., Xiong, X., Chen, P., Xiong, S., & Cheng, G. (2022). The protective role of parental involvement at home in negative psychological outcomes among Chinese adolescents during the COVID-19 epidemic. Journal of Affective Disorders, 308, 123-129.
• Dorsah, P. (2021). Pre-service teachers' readiness for emergency remote learning in the wake of COVID-19. European Journal of STEM Education, 6(1), 1-12.
• Field, A. P. (2009). Discovering statistics using SPSS (3rd ed.). Los Angeles, CA: Sage.
• Froiland, J. M., & Worrell, F. C. (2017). Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents. Educational Psychology, 37(3), 261-271.
• Green, C. L., Walker, J. M., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532-544.
• Hergüner, G., Son, S. B., Hergüner Son, S., & Dönmez, A. (2020). The effect of online learning attitudes of university students on their online learning readiness. Turkish Online Journal of Educational Technology-TOJET, 19(4), 102-110.
• Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
• Huck, C., & Zhang, J. (2021). Effects of the COVID-19 pandemic on K-12 education: A systematic literature review. New Waves-Educational Research and Development Journal, 24(1), 53-84.
• Hung, M., Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080-1090.
• Joussemet, M., Landry, R., & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology/Psychologie Canadienne, 49(3), 194-200.
• Kara, M. (2022). Revisiting online learner engagement: Exploring the role of learner characteristics in an emergency period. Journal of Research on Technology in Education, 54(1), 236-252.
• Karasar, N. (2015). Bilimsel araştırma yöntemi (28. Baskı). Ankara: Nobel.
• Kurt, G., Atay, D., & Öztürk, H. A. (2022). Student engagement in K12 online education during the pandemic: The case of Turkey. Journal of Research on Technology in Education, 54(1), 31-47.
• Lawrence, K. C., & Fakuade, O. V. (2021). Parental involvement, learning participation and online learning commitment of adolescent learners during the COVID-19 lockdown. Research in Learning Technology, 29, 1-16.
• Leonard, J. (2013). Maximizing college readiness for all through parental support. School Community Journal, 23(1), 183-202.
• Martin, F., Bacak, J., Polly, D., & Dymes, L. (2023). A systematic review of research on K12 online teaching and learning: Comparison of research from two decades 2000 to 2019. Journal of Research on Technology in Education, 55(3), 190-209.
• Misirli, O., & Ergulec, F. (2021). Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives. Education and Information Technologies, 26(6), 6699-6718.
• Öçal, T., Halmatov, M., & Ata, S. (2021). Distance education in COVID-19 pandemic: An evaluation of parent’s, child’s and teacher’s competences. Education and Information Technologies, 26(6), 6901-6921.
• Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373-410
• Ribeiro, L. M., Cunha, R. S., Silva, M. C. A. E., Carvalho, M., & Vital, M. L. (2021). Parental involvement during pandemic times: Challenges and opportunities. Education Sciences, 11(6), 1-17.
• Rogers, M., Theule, J., Ryan, B., Adams, L., & Keating, L. (2009). Parental involvement and children’s school achievement: The mediating role of children’s academic competence. Canadian Journal of School Psychology, 24(1), 34-57.
• Rogers, M. A., Hickey, A. J., Wiener, J., Heath, N., & Noble, R. (2018). Factor structure, reliability and validity of the parental support for learning scale: Adolescent short form (PSLS-AS). Learning Environments Research, 21(3), 423-431.
• Sonnenschein, S., Grossman, E. R., & Grossman, J. A. (2021). U.S. parents’ reports of assisting their children with distance learning during Covid-19. Education Sciences, 11(9), 1-14.
• Stevens, J. P. (2012). Applied multivariate statistics for the social sciences (Fifth edition). New York (N.Y.): Routledge.
• Tan, C. Y., Pan, Q., Zhang, Y., Lan, M., & Law, N. (2022). Parental home monitoring and support and students’ online learning and socioemotional well-being during COVID-19 school suspension in Hong Kong. Frontiers in Psychology, 13, 1-17.
• Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S., & Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: A metaanalysis of research. Educational Psychology Review, 28(3), 605-644.
• Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter?. Distance Education, 41(1), 48-69.
• Yang, Y., Liu, K., Li, M., & Li, S. (2022). Students’ affective engagement, parental involvement, and teacher support in emergency remote teaching during the COVID-19 pandemic: Evidence from a cross-sectional survey in China. Journal of Research on Technology in Education, 54(1), 148-164.
• Yurdugül, H., & Alsancak Sırakaya, D. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169), 391-406.