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A systematic literature review of educational parent involvement during the COVID-19 pandemic
Thesis (MEd)--Stellenbosch University, 2025.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613929310519296 |
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| access_status_str | Open Access |
| author | Van der Linde, Carla |
| author2 | Jacobs, Carmelita |
| author_browse | Jacobs, Carmelita Van der Linde, Carla |
| author_facet | Jacobs, Carmelita Van der Linde, Carla |
| author_sort | Van der Linde, Carla |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/132375 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:57.159Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/132375 A systematic literature review of educational parent involvement during the COVID-19 pandemic Van der Linde, Carla Jacobs, Carmelita Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Parent-teacher relationships COVID-19 Pandemic, 2020-2023 -- Influence COVID-19 Pandemic, 2020-2023 -- Education Distance education -- Parent participation Education -- Research -- Methodology UCTD Thesis (MEd)--Stellenbosch University, 2025. Van der Linde, C. 2025. A systematic literature review of educational parent involvement during the COVID-19 pandemic. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/7b1fa4fc-fd8b-4eda-b6d2-737d382fb025 ENGLISH ABSTRACT: The COVID-19 pandemic necessitated a prompt shift from traditional classroom settings to remote learning, significantly altering the dynamics of parental involvement in education. This thesis explores the experiences of parents during this transition, focusing on the challenges they faced and the types of support they provided to facilitate their children's learning. Through a systematic literature review of 10 selected studies, this research examines the extent and nature of parental involvement in remote learning and its impact on academic outcomes. Bronfenbrenner's Bioecological Systems Theory serves as the theoretical framework, offering a lens to understand how different environmental systems − from the home to the broader socio-economic context − shaped parental engagement and efficacy. The findings reveal that parental involvement was crucial in providing both instructional and emotional support, which played a key role in mitigating the negative effects of remote learning, such as reduced motivation and digital fatigue. However, challenges such as technological barriers, feelings of inadequacy, and socio-economic disparities often limited parents' ability to effectively support their children. The study highlights the need for better resources and strategies to empower parents, as well as a more collaborative approach between teachers and families to ensure a supportive learning environment during crises. This research contributes to the understanding of parental involvement in education during emergencies, and provides recommendations for teachers and policymakers to enhance parent-teacher partnerships in future crisis situations. Limitations of the review and areas for further research are also discussed, offering insights into the evolving landscape of education in a post-pandemic world. AFRIKAANSE OPSOMMING: Die COVID-19-pandemie het 'n vinnige verskuiwing vanaf 'n tradisionele klaskamer-opset na afstandsonderrig teweeggebring, wat die dinamika van ouerbetrokkenheid in onderwys noemenswaardig verander het. Hierdie tesis ondersoek die ervarings van ouers tydens hierdie oorgang, met 'n fokus op die uitdagings wat hulle in die gesig gestaar het en die soorte ondersteuning wat hulle verskaf het om hulle kinders se leer te fasiliteer. By wyse van 'n sistematiese literatuuroorsig van 10 geselekteerde studies ondersoek hierdie navorsing die omvang en aard van ouerbetrokkenheid by afstandsonderrig en die impak daarvan op akademiese uitkomste. Bronfenbrenner se Bio-ekologiese Stelselteorie (Bioecological Systems Theory) dien as die teoretiese raamwerk en bied 'n lens om te verstaan hoe verskillende omgewingsisteme – van die huis tot die breër sosio-ekonomiese konteks – ouerbetrokkenheid en doeltreffendheid gevorm het. Die bevindinge toon dat ouerbetrokkenheid deurslaggewend was in die verskaffing van beide onderrig- en emosionele ondersteuning, wat 'n sleutelrol gespeel het in die versagting van die negatiewe effekte van afstandsonderrig, soos verminderde motivering en digitale moegheid. Uitdagings soos tegnologiese hindernisse, gevoelens van ontoereikendheid en sosio-ekonomiese ongelykhede het egter dikwels die ouers se vermoë om hulle kinders doeltreffend te ondersteun, beperk. Die studie beklemtoon die behoefte aan beter hulpbronne en strategieë om ouers te bemagtig, sowel as 'n meer samewerkende benadering tussen opvoeders en gesinne om 'n ondersteunende leeromgewing tydens krisisse te verseker. Hierdie navorsing dra by tot die begrip van ouerbetrokkenheid by onderwys tydens noodgevalle, en verskaf aanbevelings vir opvoeders en beleidmakers om ouer-onderwyser-vennootskappe in toekomstige krisissituasies te verbeter. Beperkings van die oorsig en gebiede vir verdere navorsing word ook bespreek, wat insigte verskaf in die ontwikkelende landskap van onderwys in 'n post-pandemiese wêreld. Masters 2025-06-05T08:46:29Z 2025-06-05T08:46:29Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/132375 en_ZA Stellenbosch University 151 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Parent-teacher relationships COVID-19 Pandemic, 2020-2023 -- Influence COVID-19 Pandemic, 2020-2023 -- Education Distance education -- Parent participation Education -- Research -- Methodology UCTD Van der Linde, Carla A systematic literature review of educational parent involvement during the COVID-19 pandemic |
| title | A systematic literature review of educational parent involvement during the COVID-19 pandemic |
| title_full | A systematic literature review of educational parent involvement during the COVID-19 pandemic |
| title_fullStr | A systematic literature review of educational parent involvement during the COVID-19 pandemic |
| title_full_unstemmed | A systematic literature review of educational parent involvement during the COVID-19 pandemic |
| title_short | A systematic literature review of educational parent involvement during the COVID-19 pandemic |
| title_sort | systematic literature review of educational parent involvement during the covid 19 pandemic |
| topic | Parent-teacher relationships COVID-19 Pandemic, 2020-2023 -- Influence COVID-19 Pandemic, 2020-2023 -- Education Distance education -- Parent participation Education -- Research -- Methodology UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/132375 |
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