Parental Influences on Children’s Academics Work in the Era of COVID-19

Abstract

The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children’s education has changed. The coronavirus disease (COVID-19) pandemic upended family life around the world and with a lot for parents to navigate around. In response to the ongoing COVID-19 pandemic, countries took unprecedented steps in an effort to prevent and contain the spread of the virus. Some of these containment measures included closures of schools and childcare services, lockdown of working places, working remotely, and guidelines for physical distancing, suspension of community gatherings and recreation services including the church. It was horrifying and confusing for everybody, more so to the children and this led to the interest of the researcher. This study focused on parental influence / involvement in children’s education during the COVID-19 pandemic. The researcher was to explore the level of parental awareness of their roles in influencing academic work of their children. It was also to determine whether the demographic variable of parents has an effect on their awareness of their influence and hence their involvement in their children’s education. In addition, the study sought to examine what existing literature review had in the relation between parental awareness of their roles in academic work and involvement. An exploration of the parental awareness of their roles in academics among the low- income parents can provide valuable insight for assisting these stakeholders in academics The study was carried out in Ruiru subcounty, Kiambu county. Population for the study included 3 class teachers in primary school in class six, five and four. 30 Parents with children in class four, five and six respectively and their children. The Intensity Sampling Technique was used in this research study. Open ended and closed questionnaires were used for parents and teachers and interview guide for children. which realized Qualitative and quantitative data.
 Qualitative method was used to gauge parental awareness of their roles and influence on academic work. The results revealed that parental educational level and employment/occupation had greater impact on parental awareness of their influence and involvement. Results indicated that most parents were not conversant with the curriculums, very few visited the schools to follow-up on their children’s performance and were not sure that their involvement influenced children’s academic work positively or negatively. The findings, suggested that parents should grow more awareness of their influence on academic work, It was also recommended that parents should take an active role in assisting their children’s education at school and at home since they are very significant in children’s academic work. Polices on education should be clear on the role of parents in academic work other than fronteering children to schools and paying tuition fees