An Empirical Study of Parents’ Participation Behavior in the Home-Based Online Learning of Primary School Students

Abstract

Parental participation has an important and direct influence on the effect of home-based online learning of primary school students. Taking more than 500 guardians of primary school students in a number of prefecture-level cities in the Pearl River Delta as the questionnaire respondents, and applying the structural equation model method, this paper, based on the theory of planned behavior, explores the effects of various factors on parental participation in the home-based online learning of primary school students. The results show that: (1) the behavioral intention of parents to participate in the home-based online learning of primary school students has a significant influence on their actual participation behavior. (2) Behavioral attitudes, subjective norms, and perceived behavioral control have a significant influence on behavioral intention. To strengthen the actual effects of parents’ participation behavior, this paper puts forward a number of suggestions. These include enhancing home-school partnerships, achieving home-school co-education, and training parents with regard to the integration of daily Internet use and online learning for primary school students. This study supports the effective implementation of home-based online learning of primary school students and the joint effect of home-school co-education, specifically from the perspective of parents in the subsequent implementation of integrated online and offline teaching.