Barriers to parental support: understanding low-income (LIC) Thai parents’ drawbacks in supporting children's home- based digital learning

Thesis

This study examines barriers to parental involvement (PI) in children's home-based digital learning among low-income Thai families, utilising the Hoover-Dempsey and Sandler (1995) model (HDS). Through qualitative interviews and practical tasks with 12 parents, the research reveals that parents primarily view their roles as digital guardians, focusing on online safety rather than active learning support. Key barriers include limited computer access, time constraints, and language difficulties, particularly with English interfaces. Despite these challenges, parents express a strong desire for support, contingent on practical considerations. The findings contribute to understanding PI in digital learning contexts and the evolving digital divide (Dijk, 2020). Implications include the need for targeted digital literacy programs, language-inclusive tools, and community-based support systems, emphasising the importance of addressing socioeconomic and cultural factors in enhancing parental involvement in digital education.

Authors: Nilyok, S

• DOI: 10.5287/ora-2n7gyawvw
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: DSC2024; digital Learning at home; mixed-method approach; parental involvement; quantitative surveys; The Hoover- Dempsey Model (HDS); qualitative interviews; the digital divide; low-income parents; DSC
• Subjects: Low-income parents; Education; Digital divide; Quantitative research; Qualitative research; Mixed methods research; Education--Parent participation