Parental involvement in online homework: a study of Chinese primary school students in Covid-19 out break

Abstract

The article examines the perceptions and practices of Chinese parents, who were involved in completing the homework of primary school students in mainland China during the COVID-19 outbreak. The research draws on previous literature regarding parents' roles in enhancing children online homework abilities and empirical data obtained using a qualitative case study design. In-depth semi-structured interviews were conducted with seven parents of primary school students, experiencing online learning during the COVID-19 outbreak. Data were analysed thematically. The results indicate Chinese parents' doubt in children's self-control ability while performing homework online and, therefore, shows a willingness to participate directly and indirectly in online session, such as supervising their children to complete homework or establish the child's daily learning habits. Further, parents doubt online lessons' effectiveness in terms of students' limited concentration due to lack of supervision and interaction with the teacher and fellow students. Therefore, parents satisfy their worries through active cooperation and personal supervision. In this study, most of the mothers participate in their children homework, and the fathers is rarely involved. The result has implication for parents, teachers and policymakers to understand and cultivate the perceptions, strategies, and practices of contemporary Chinese parents in dealing with children's home-based learning processes in the pandemic.