View of Family challenges in online learning for their children, during COVID 19: A study of the Emirati family

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Family challenges in online learning for their children, during COVID 19: A study of the

Emirati family

Osman Sirajeldeen Ahmed,ORCID (0000-0002-3136-4021)a _{, Alya Alkhateri}b_{, Sami Alhamadi}c_{, Mohamed} Alqahhahd

a _{Ajman university, Department of sociology,}

b,c,d _{Ajman university, undergraduate students, Department of sociology}

a _{o.ahmed@ajman.ac.ae ,}b _{201720208@ajmanuni.ac.ae,}c _{201711294@ajmanuni.ac.ae,}d _{201820105@ajmanuni.ac.ae} Article History: Received: 10 January 2021; Revised: 12 February 2021; Accepted: 27 March 2021; Published online: 28 April 2021

_____________________________________________________________________________________________________ Abstract: The COVID-19 pandemic in spring 2020 caused the rapid introduction of remote schooling in many countries,schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic, this physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents.This lockdown revealed many challenges for the family in remote schooling. This study aimed to identify the challenges of the family as a spatial and geographical alternative to the school in achieving the academic achievement of its students.Important findings of this study are to find the spaces provided by housing for education, especially for families who have a number of children who learn simultaneously.

Keywords: education, online learning, e-learning, family,COVID-19 pandemic,National Sterilization Program

1. Introduction

Since the WHO announced at the end of Y2019 that COVID 19 is one of the dangerous and rapidly spreading diseases in the world, countries have taken preventive precautions to reduce the epidemic, the United Arab Emirates, as of March 20202, announced a health policy under the name of the National Sterilization Program, which is one of the measures of partial lockdown , and all have been closed Educational institutions in the country, including schools, and the transformation of education into virtual education. This placed the family as a primary partner in the educational process, which resulted in many challenges for the family in educating its children, the most important of these challenges is to achieve cooperative partnership with the school.

The COVID-19 pandemic is a huge challenge to education systems.The COVID-19 pandemic has disrupted the lives of students in different ways, depending not only on their level and course of study but also on the point they have reached in their programmers.

The COVID-19 pandemic affects many things including educational life, parents of students, students and the learning process, as a teacher who has the responsibility to educate students cannot stop. Teachers must find appropriate ways to promote the learning process academically and socio emotional. Teachers must be able to manage classrooms in classrooms and online classes.

These are anxious times for students and parents. Uncertainties about when life will return to “normal” compound the anxiety.All, however, can access help lines and resources outside the school system that specialize in addressing emotional and psychological challenges(Sir John Daniel, 2020).

2. Research problem:

This research is concerned with the academic achievement of children during Covid-19 pandemic in the United Arab Emirates, applying it to the Emirate of Ras Al Khaimah, and it will focus on students from the age of four to ten years, as the research will study Family challenges that affect children's academic achievement through online learning.

Objective:

The research seeks to achieve a major goal that is to reveal the Challenges of the family in the educational achievement of their children during the Covid-19 pandemic in the United Arab Emirates.

Research question:

What are the challenges during the family COVID 19 after moving to remote schooling? 3. Methodology:

The study relied on selecting a sample of family in Emirate ofRas Al-Khaimah, the total number132 families, according to Yamani mathematical equationn = N / (1 + Ne ^ 2). The information was collected through an online

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questionnaire from beginning to end of Feb 2021.The questionnaire was formulated according to systematic procedures on the Likert scale model, and procedures were reviewed and approved by the University's Research Ethics Committee (REC).

Brief Literature review:

Online education and e-learning during COVID-19 received attention from a number of scholars , and many of them were interested in the challenges of online education from various angles, whether from the institutional point of view represented by the state, school, students, or the student’s family.For exampleC. Owusu-Fordjour et al (2020) study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic COVID-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and e-learning.

Ammar Y (2020) found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning

ShivangiDhawan (2020) interested in studying the importance of online learning and Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of e-learning modes in the time of crisis. This article also put some light on the growth of EdTech Start-ups during the time of pandemic and natural disasters and includes suggestions for academic institutions of how to deal with challenges associated with online learning.

Others scholars Kebritchi et al )2017 ( and Cojocariu et al (2014)explain the associated online learning faces many challenges ranging from learners’ issues, educators’ issues, and content issues. It is a challenge for institutions to engage students and make them participate in the teaching–learning process. It is a challenge for teachers to move from offline mode to online mode, changing their teaching methodologies, and managing their time. It is challenging to develop content which not only covers the curriculum but also engage the students.Affouneh et al, (2020)focus on the pros attached to the adoption of online learning during the crises but should also take account of developing and enhancing the quality of virtual courses delivered in such emergencies. MamanSuryaman, et al ,(2020) about the impact of the Covid-19 pandemic on the learning process they reached from their studies about that there are several obstacles experienced by students, teachers and parents in online teaching and learning activities, namely mastery of technology is still lacking, additional internet quota costs, additional work for parents in assisting children in learning, communication and socialization between students. , teachers and parents are reduced and working hours are unlimited for teachers because they have to communicate and coordinate with parents, other teachers, and school principals.

Roy Martin (2020) study many responses about the challenges experienced by the students while studying online, such as, positive and negative impact of online learning, economic conditions, anxiety during online learning, government should think and planned, the risk of user data security, face-to-face class to online learning, ability, finding effective online learning media and expectations.

Jianping Xia (2020) Focus on conducting carried out school-family cooperative education through school and family cooperation, worked together to ensure students with the quality of learning during the COVID-19 epidemic, and jointly promote the all-round development of students.

JonnaHäkkilä et al (2020)They studied issues related to the challengesto families, encompassing organizinghome workspaces, setting up computing equipment, and, for manyparents, managing their own remote working in parallel with theschooling arrangements. The most important findings they reached provide insight to the challenges faced by parents, juggling work and family commitments to provide children with the needed support and presence during the remote schooling. Spatial issues within the remote schooling home are also challenging, often requiring family members to continuously move between different rooms during the work/school day, and leading to dynamic reorganization of the family space.

4. Discussion and result:

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To analysis of the variables and answer the study question, as shown in the following tables:

Table 1:Challenge the family in providing an educational environment inside the home Group Statistics / Independent Samples Testing

Family provide an educational

environment inside the

home N

A verag e

Standar

d deviation Mean standard error Impact of COVID 19 on the family in providing an educational environment at home NO 75 22,6533 3,38316 Yes 57 21,8070 4,13797 Total 13 2 Levine’s test of equality of

variances T test for equality of means

F Sig. t d dl Sig.(b ilateral) Mean differenc e Stand ard error differenc e confidence interval of the difference 95% infe rior superi or Impact of COVID 19 on the family in providing an educational environme nt at home Equ al varianc e assump tion 2,01 1 ,15 9 1, 292 1 30 ,199 ,8463 2 ,6549 2 -,44937 2,1420 0

Table No.1 shows that the number of familyinfected with the COVID-19 pandemic is estimated at 57 out of 132 families, meaning that 75 families were provide an educational environment inside the home and other symptoms.Through Table No.1, we find that there are no differences in the impact of the pandemic on provide an educational environment inside the home.Where the averages converge between 21.80 -22.63, and to make sure of this, the test 'T' was used to study the differences between two different samples with the fulfillment of all conditions, and its results were in accordance with what was mentioned, so that the level of significance exceeded(α ≤ 0.05), and therefore there are no differences between the impact on the family in providing an educational environment at home.

Table 2:Families challenges in providing remote education equipment during Covid19 Ranks / Statistical Tests, a

Family challenges in providing education equipment N

Average rank:

Sum of ranks

Impact of COVID 19 on the family in providing an educational environment at home NO 57 58,74 3348,00 Yes 75 72,40 5430,00 Total 13 2

Impact of COVID 19 on the family to provide education equipment

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Mann-Whitney U test. 1695,000

W from Wilcoxon 3348,000

Z -2,042

Sig. asymptotic (bilateral) ,041

a. Grouping variable:Family challenges in providing education equipment

Table No. 2 shows that there is a difference in the average between the impact and the non-impact with respect to the variable of challenges in providing education equipment, as we find that the average among the two patients was 72.40 compared to 58.74 for the non-impact, the significant difference level of (α ≤ 0.05)in the Mann-Whitney test, which is known to be the alternative to the "T" test, is used in the study of differences between two independent samples and is used in the event that one of its conditions is not checked

Table 3:challenge of the family in the presence of the number of children studying at the same time during remote education

Ranks / Statistical Tests, a Family challenges for children learning at the same time N Average rank: Sum of ranks Impact of COVID-19 on number of children learning at the same time

Yes 75 71,42 5356,50

No 57 60,03 3421,50

Total 13

2

Impact of COVID-19 on number of children learning at the same time

Mann-Whitney U test. 1768,500 W from Wilcoxon 3421,500

Z -1,702

a. Grouping variable: Family challenges for children learning at the same time

From the averages that appear in the table above, it becomes clear that there are statistical differences between supporters and non-supporters of families in relation to the variable of families' challenges who have a number of children learning at the same time, as we find that the average of those who stress this challenge reached 71.42, compared to the average of those who do not supportThe presence of this challenge is 60.03. However, this difference between the averages is not significant in the Mann-Whitney test.This confirms that e-learning affects families in the event that there are number of children receiving education at the same time.

Table 4: Technical challenges for the family during the lessons Ranks / Statistical Tests, a

Technical problems while taking the lessons

No

Average rank

Sum of ranks

impact of COVID 19 on children's education in relation to technical challenges during the lessons

Y es 7 5 68,20 5115,00 N O 5 7 64,26 3663,00

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T otal

1 32

Table 4 shows that the differences between the averages are close with respect to the variable of the impact of COVID-19 on children's education in relation to technical challenges during the lessons, as the average for families with Technical problems while taking the lessonsreached 68.20, and the average for Families that do not support there are technical problemswas 64.26, which is a non-significant difference in Mann-Whitney U test.

Table 5: Impact of COVID19 onchildren of under-school age Ranks / Statistical Tests, a

Challenge of the family in caring for children under the age of education, in addition to educational care during online learning

N

Sum of ranks

Impact of COVID19 onchildren care of under-school age

Yes 75 97,82 5576,00

No 57 42,69 3202,00

Tot

al 132

Impact of COVID19 ON children of under-school age

a. Challenge of the family in caring for children under the age of education, in addition to educational care during online learning

Table No. 5 shows that there is a high difference in the averages associated Challenge of the family in caring for children under the age of education, in addition to educational care during online learning Among the families that support online learning due to the impact of COVID 19 has affected the care of children under school age and those that do not support it, as we find that the average of families Which goes to indicate that online learning under the influence of COVID 19 is one of the challenges of caring for children under under-school age was 97.82, while we find that the average of families do not support it, which reached 42.69, which means that there is a clear COVID19 on children care of under-school age, and that this difference is significant in the Man-Whitney test.

Table 6: Family challenges in the ability of their children to understand e-learning during the COVID 19 epidemic.

Ranks / Statistical Tests, a

Family challenges in the ability of their children to understand online learning during the COVID 19 epidemic

N

Sum of ranks

understand online learning during the COVID 19 epidemic

Yes 84 57,91 4864,50

No 48 81,53 3913,50

Tot

al 132

understand online learning during the COVID 19 epidemic

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a. Grouping variable: Family challenges in the ability of their children to understand online learning during the COVID 19 epidemic

Table 6 shows that the value of "z" in the Mann-Whitney test is significant.Which means that the differences between the averages are significant, as the average for those who have a understand online learning during the COVID 19 epidemicreached 57.91, which is an average greater than the average for those without understand online learningas it reached 81.53. This indicates that understand online learning during the COVID 19 epidemic,one of the family's challenges in online learning.

Table 7: Family challenges regarding cyberbullying Group Statistics / Independent Samples Testing

Does the child

suffer from cyberbullying during e-learning? N Average Standar d deviation Mean standard error impact of online learning on cyberbullying Yes 15 107,0000 12,4384 2 3,21159 No 117 100,1795 12,3362 5 1,14049 Levine’s test for equality of

variances T test for equality of means

F Sig. T ddl Sig.(bilate ral) Mean difference Stand ard error difference confidence interval of the difference 95% infer ior superi or impact of online learning on cyberbullying Equal variance assumption ,07 7 ,78 2 2, 014 130 ,046 6,8205 1 3,3862 6 ,121 21 13,519 82

Table No. 7 shows that the value of the T-test reached 2.01, which is a function value at the significance level of 0.05, which means that there are significant differences between families that confirm electronic bullying does not represent one of the challenges of onlinelearning, and families that confirm that e-learning represents one of the challenges of onlinelearning. This is in the differences between the averages of 107 for families that support this and 100.17 for families that do not. This indicates cyberbullying that does not pose a challenge to onlinelearning for most families.This is consistent with Osman el al(2020) findings regarding cyber security for schoolchildren in the Emirate of Ajman.

Table 8: family challenge in combining betweenparents' work and online learning for their children Ranks / Statistical Tests, a

variable N Average rank Sum of ranks challenge in combiningbetween parents' work and online learning for

Y

es 84 57,91 4864,50

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their children o T otal

13 2

challenge in combiningbetween parents' work and e-learning for their children Mann-Whitney U test. 1294,500

Z -3,415

a. Grouping variable: challenge in combiningbetween parents' work and online learning for their children

Table 8 shows that the value of "z" in the Mann-Whitney test is a function. Which means that the differences between the averages are significant, as the average of families who agree thatcombining between work and online learning for their children is a major challenge in academic achievement reached 81.53, which is an average greater than the average of families that do not agree with that, as it reached 57.91, and this indicates remote work and online learning. At the same time, it represents a challenge to the academic achievement of students' children, with the continuing Covid-19 epidemic.

Table 9: Parents' difference in challenges related to e-learning for their children under impact of COVID19 Ranks / Statistical Tests, a

Parents

Average rank

Sum of ranks

Parents' difference in challenges related to online learning Fathe rs 8 4 57,91 4864,50 Moth ers 4 8 81,53 3913,50 Total 1 32

Parents' difference in challenges related to online learning

Z -7,471

Sig. asymptotic (bilateral) ,000 a. Grouping variable : Parents

We notice from Table No. 9 the high average mothers ’average in terms of emphasizing that there are challenges and difficulties for the family related to online learning for their children in different school stages, in contrast to the weak responses of fathers in terms of average fathers, where mothers swallowed 90.99 and reached 41.26 among fathers, and this difference significant in the Mann Whitney test.

5. Conclusions:

The shift to the remote schooling during the COVID19 epidemic has led to profound challenges for the family, and this study does not deviate from many studies that dealt with problems related to online learning, as it confirms that school education from home constituted an additional burden for the home care of parents, especially since the home has become the main engine. To educate children, which has led to various challenges for the family, some of which are economic, others are educational, and some are inconsistent between the work of parents and the follow-up of their children's online learning.

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But the most important findings of this study are to find the spaces provided by housing for education, especially for families who have a number of children who learn simultaneously, and this was confirmed before by Amber Garbe, et al (2020)those who concluded their studies toas one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making

A lot of time and cost is involved in e-learning. It is not as easy as it seems, a considerable amount of investment is needed for getting the devices and equipment, maintaining the equipment, training the human resources, and developing the online content. Therefore, an effective and efficient educational system needs to be developed to impart education via online mode.

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