The role of parents and implementation of home-based learning under covid-19 pandemic: a study of learners in Lamwo district

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dc.contributor.authorAkello Faith
dc.date.accessioned2026-11-12T11:43:01Z
dc.date.available2026-11-12T11:43:01Z
dc.date.issued2026
dc.description.abstractThe COVID-19 pandemic forced an unprecedented shift in education systems globally including Uganda where schools were closed for extended periods. This dissertation examines the success, outcomes, and challenges of home-based learning during the COVID- 19 pandemics in Lamwo District, Northern Uganda. The study aimed to assess the role of parents, to explore the roles of parents, to establish parents’ competence, to investigate the success of home-based learning and explore the challenges faced by the parents in implementing home-based learning in Lamwo District during COVID- 19 pandemic. A mixed-methods approach was used, combining quantitative surveys with qualitative interviews. Data were collected from parents, head teachers, stakeholders and learners in selected primary schools within Lamwo District. Categorical variable was summarized using frequencies and percentages. The study found that home-based learning outcomes were largely shaped by parental involvement, with higher academic performance in households where parents actively participated in their children's education. However, widespread challenges such as limited access to technology, unreliable electricity and inadequate learning materials significantly hindered learning for many learners. Additionally, the study highlighted inadequate time allocated by parents for learning by learners, exacerbated by the lack of monitoring and supervision during the pandemic. The study concludes that addressing these challenges requires a more inclusive approach that ensures equitable access to learning materials, improved infrastructure and greater support for parents. The study reveals parents in Lamwo District struggle with home-based learning due to material shortages, digital access barriers, knowledge gaps, unconducive environments, and assessment difficulties, significantly hindering educational implementation. The study recommends; integrating parental support, quality learning materials, government-private partnerships, broadcast education, community involvement, and effective monitoring to enhance educational outcomes.
dc.description.sponsorshipself
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1180
dc.language.isoen
dc.publisherGulu university
dc.titleThe role of parents and implementation of home-based learning under covid-19 pandemic: a study of learners in Lamwo district
dc.typeThesis

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