The Impact of the COVID-19 Pandemic On Parental Involvement of Taiwanese Middle and High School Students’ Online Learning Experience

None

Abstract

Background: The COVID-19 pandemic led to widespread curfews, lockdowns, and stay-at-home orders, forcing educational institutions globally to shift rapidly to online learning. Overnight, online platforms became the primary mode of instruction, raising questions about the role of parental involvement in student learning outcomes—particularly for middle and high school students. This study was initiated to explore Taiwanese teachers’ perspectives on how the pandemic influenced parental engagement in their children’s online education. Objectives: The research asked: What is the impact of the pandemic on parental involvement in Taiwanese middle and high school students’ online learning? It was hypothesized that parental involvement would increase during periods of remote learning. Participants included teachers from a private, faith-based middle and high school in Tainan, Taiwan. Methods/Approach: A 17-question researcher-designed survey was distributed electronically to collect data on teacher perceptions of parental involvement before and during the pandemic. The survey aimed to identify trends, shifts, and challenges in parental engagement. Results/Conclusion: Findings showed that most parents were involved in their children’s learning to some degree prior to the pandemic. This involvement increased moderately during remote learning, suggesting a constructive impact. Teachers reported that most parents would be willing—or more willing—to support future remote learning scenarios. Additional findings highlighted common forms of parental involvement and the challenges parents faced, such as balancing work responsibilities with educational support at home.