The present quantitative study explored parents’ engagement in children’s online learning, considering parents’ readiness to engage in their child’s online learning and aligned those with a discussion of parents’ education qualifications. The sample of the study was 374 primary school students’ parents. The data was gathered through survey questionnaires which were checked for reliability before being administered. Descriptive analysis was employed to study parents’ engagement and readiness levels in their child’s online learning, and to study the difference in parents’ engagement and readiness levels based on parents’ education level. One-way ANOVA was employed. In addition, correlation analysis was used to explore the relationship between parents’ readiness level and their engagement in children’s online learning. The findings from the study revealed that parents were engaged in their children’s online learning and confirmed the high readiness level towards involvement in their child’s online learning. However, parents’ engagement and readiness level differed by parents’ educational level so that there was a positive relationship noted between engagement in children’s online learning and their readiness towards online learning. Therefore, the study suggests that parental education level and their readiness towards online learning needs to be considered when schools move teaching and learning online.

Keywords: Parents’ educational level, parents’ engagement level, parents’ readiness level, primary school, Bhutan.


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