Parents’ Perceptions of Their Children’s Experiences With Distance Learning During the COVID-19 Pandemic

Keywords: parents’ perceptions, primary/secondary students, distance learning, COVID-19 pandemic, Jordan

Abstract

This study aimed to investigate the perceptions of primary and secondary students’ parents in Jordan toward the distance learning process implemented in light of the coronavirus disease (COVID-19) pandemic. To achieve the study objectives, the researchers used the descriptive survey method to collect and analyze data and interpret the results. After developing the study instrument (questionnaire) and ensuring its validity and reliability, it was distributed to a selected sample, consisting of 470 parents, by random cluster method during the second semester of the 2019–2020 academic year. The study results show that primary and secondary students’ parents were moderately satisfied with the distance learning process implemented in light of the COVID-19 pandemic. In addition, the results reveal statistically significant differences in the parents’ perceptions attributed to the variables of the child’s grade, in favor of grades 5–7; teacher’s gender, in favor of female teachers; and school type, in favor of private schools.

Author Biographies

Dr. Diala A. Hamaidi, Qatar University

Associate Professor of Early Childhood Education, Department of Psychological Sciences, Qatar University

Dr. Yousef M. Arouri, University of Jordan

Assistant Professor of Learning Technology, Department of Curriculum and Instruction, University of Jordan

Islam T. Aldrou, Jordan Radio and Television Corporation

An engineer at Jordan Radio and Television Corporation (Jordan), and has a master degree in Educational Technology.

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Published
2021-02-02
How to Cite
Hamaidi, D. D. A., Arouri, D. Y. M., Noufal, R. K., & Aldrou, I. T. (2021). Parents’ Perceptions of Their Children’s Experiences With Distance Learning During the COVID-19 Pandemic. The International Review of Research in Open and Distributed Learning, 22(2), 224-241. https://doi.org/10.19173/irrodl.v22i2.5154
Section
Research Articles