Parental Characteristics Influencing Preschool Pupils’ Access to Online Learning in Kibagabaga Area, Kigali, Rwanda

Abstract

The study intended to analyse the relationship between parental characteristics and preschool children’ access to online learning in the Kibagabaga area. The specific objectives of this study sought to examine the influence of parents’ income on preschool pupils’ access to online learning in the Kibagabaga area, to find out the influence of parents’ level of education on preschool pupils’ access to online learning in the Kibagabaga area and to establish the correlation between parents’ experience and preschool children's access to online learning in the Kibagabaga area. The study adopted Vygotsky's sociocultural theory. The researcher adopted a descriptive research design. The study population consisted of 175 people, including 12 teachers, 51 parents, and 55 grade three children from the selected schools. Primary data was gathered through structured questionnaires and interviews in order to gain useful information. The data was analyzed using descriptive and correlational techniques. The results showed that parents' level of income, parents’ level of education and parents’ experience had a positive and significant correlation with preschool pupils’ access to online learning. The study concluded that higher income levels are generally associated with greater access to technology, internet connectivity, and educational resources, enabling more opportunities for online learning engagement. Conversely, lower income levels can limit access, create a digital divide, and potentially impact a child's early learning experiences. The study concluded that parents with more education tend to be more involved in their children's education, which can translate into greater support for online learning initiatives. Higher education may foster a more positive attitude toward technology and its role in education, encouraging parents to embrace online learning for their children. The study concluded that parents with limited technology experience may struggle to navigate online platforms and provide adequate support, potentially hindering their child's learning progress.  Policymakers should implement strategies to mitigate the impact of income disparities on online learning. This includes ensuring equitable access to technology and the internet, providing targeted support for low-income families, and promoting digital literacy for all parents. Administrators should provide resources and training to parents, especially those with lower levels of education, to help them effectively support their children's online learning experiences. Parents should also participate in their child's online learning activities, such as reviewing assignments, attending virtual classes (when appropriate), and discussing their child's learning progress.