Effect of parental engagement on children's home-based continued learning during COVID-19-induced school closures: Evidence from Uganda

Katsuki Sakaue; James Wokadala; Keiichi Ogawa

doi:10.1016/j.ijedudev.2023.102812

Effect of parental engagement on children's home-based continued learning during COVID-19-induced school closures: Evidence from Uganda

Int J Educ Dev. 2023 Jul:100:102812. doi: 10.1016/j.ijedudev.2023.102812. Epub 2023 May 12.

Authors

Katsuki Sakaue¹, James Wokadala², Keiichi Ogawa¹

Affiliations

¹ Graduate School of International Cooperation Studies, Kobe University, 2-1 Rokkodai-cho, Nada-ku, Kobe 657-8501, Japan.
² College of Business and Management Sciences, Makerere University, Plot 51, Pool Road, Kampala P.O. Box 7062, Uganda.

Abstract

This study examines the effect of parental engagement on children's continued learning amid COVID-19-induced school closures in Uganda, where the government's distance learning program had limited coverage. The results show that children from households with more parental engagement are more likely to engage in learning activities at home when primary schools are closed. A significant effect of parental engagement is found in rural areas as well. Furthermore, we found that, in rural areas, the level of parental engagement is significantly more correlated with home-based learning among children from government schools than those from private schools.

Keywords: COVID-19; Home-based learning; Learning inequality; Parental engagement; School closures; Uganda.