Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia

Salwa Mostafa Khusheim

doi:doi:10.11648/j.edu.20231202.13

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Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia

Salwa Mostafa Khusheim

Published in Education Journal (Volume 12, Issue 2)

Received: 29 December 2022 Accepted: 25 January 2023 Published: 16 March 2023

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Abstract

The COVID-19 pandemic causes the sudden shift to the online educational provision in Saudi Arabia that prompted a slew of concerns, including difficulties meeting learning objectives and widening social disparities. As online education greatly influenced the academics of pupils, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). Due to parents believe that they are unable to support their ADHD children with virtual learning due to a lack of understanding. The aim of the present study was to understand the importance of parents' perspectives in order to reveal the views of parents with ADHD in Saudi Arabia regarding teacher interaction with pupils or parents, assessment of homework and examination during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in this field. The result showed that there were no statistically significant differences among responses of parents of the pupils with ADHD according to their background information (gender, age, marital status) towards teacher’s dealing with pupils with ADHD within virtual classes. Furthermore, there were statistically significant differences at level (0.05) among the responses of parents of the pupils with ADHD according to (academic qualification) towards teacher’s dealing with virtual classes. It is expected that the present study will be useful to lead classroom teachers to good treating for ADHD pupils and their parents to their duties and teacher duties. Consequently, it may help the teachers to adopt new strategies or teaching styles that can help in decreasing their failure in schools and can also help in improving the relationship between school and home for ADHD pupils.

Published in	Education Journal (Volume 12, Issue 2)
DOI	10.11648/j.edu.20231202.13
Page(s)	63-72
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Attention Deficit Hyperactivity Disorder, COVID-19, Parents’ Attitudes, Virtual Classes, Teachers

References

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[3]	Al-Omari, A.-M., M. (2015). Knowledge of and Attitude towards Attention deficit Hyperactivity Disorder among Primary School Teachers. https://www.tandfonline.com/, 21 (2), 128-139.
[4]	Fahad Alanazi, Y. A. (2021). Knowledge and attitude of Attention-Deficit and Hyperactivity Disorder (ADHD) among male primary school teachers, in Riyadh City, Saudi Arabia. journal of family medicine and primery care, 1218-1226.
[5]	Swanson. (2021). Teacher Knowledge of Attention Deficit Hyperactivity Disorder. RMLE Online journal, 36 (3), 1-7.
[6]	Oraif, E. (2021). The Impact of COVID-19 on Learning. MDPI, 99 (11), 1-5.
[7]	SAGA. (2020). Coronavirus Pandemic: A Serious Threat to Humanity. Journal of Health Management, 22 (1), 1-2.
[8]	Alshehri, e. (2020). Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program. MDPI, 17 (5605), 1-10.
[9]	Brown, J. D. (1996). Testing in language programs. Upper Saddle River, NJ: Prentice Hall Regents, pp. 231-249.
[10]	Omair A. (2015) Selecting the appropriate study design for your research: Descriptive study designs January 2015 Journal of Health Specialties 3 (3): 153. DOI: 10.4103/1658-600X.159892.
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[15]	Robson C. (2007). How to do a Research Project: a guide for undergraduate students. Blackwell Publishing, Oxford.
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[17]	Jones M. & Rattray J. (2010) Questionnaire design. In The Research Process in Nursing, 6th edn. (Gerrish K. & Lacey A., eds), Wiley-Blackwell, Oxford.

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Salwa Mostafa Khusheim. (2023). Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia. Education Journal, 12(2), 63-72. https://doi.org/10.11648/j.edu.20231202.13

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Salwa Mostafa Khusheim. Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia. Educ. J. 2023, 12(2), 63-72. doi: 10.11648/j.edu.20231202.13

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AMA Style

Salwa Mostafa Khusheim. Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia. Educ J. 2023;12(2):63-72. doi: 10.11648/j.edu.20231202.13

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@article{10.11648/j.edu.20231202.13,
  author = {Salwa Mostafa Khusheim},
  title = {Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia},
  journal = {Education Journal},
  volume = {12},
  number = {2},
  pages = {63-72},
  doi = {10.11648/j.edu.20231202.13},
  url = {https://doi.org/10.11648/j.edu.20231202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231202.13},
  abstract = {The COVID-19 pandemic causes the sudden shift to the online educational provision in Saudi Arabia that prompted a slew of concerns, including difficulties meeting learning objectives and widening social disparities. As online education greatly influenced the academics of pupils, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). Due to parents believe that they are unable to support their ADHD children with virtual learning due to a lack of understanding. The aim of the present study was to understand the importance of parents' perspectives in order to reveal the views of parents with ADHD in Saudi Arabia regarding teacher interaction with pupils or parents, assessment of homework and examination during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in this field. The result showed that there were no statistically significant differences among responses of parents of the pupils with ADHD according to their background information (gender, age, marital status) towards teacher’s dealing with pupils with ADHD within virtual classes. Furthermore, there were statistically significant differences at level (0.05) among the responses of parents of the pupils with ADHD according to (academic qualification) towards teacher’s dealing with virtual classes. It is expected that the present study will be useful to lead classroom teachers to good treating for ADHD pupils and their parents to their duties and teacher duties. Consequently, it may help the teachers to adopt new strategies or teaching styles that can help in decreasing their failure in schools and can also help in improving the relationship between school and home for ADHD pupils.},
 year = {2023}
}

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TY  - JOUR
T1  - Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia
AU  - Salwa Mostafa Khusheim
Y1  - 2023/03/16
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231202.13
DO  - 10.11648/j.edu.20231202.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 63
EP  - 72
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231202.13
AB  - The COVID-19 pandemic causes the sudden shift to the online educational provision in Saudi Arabia that prompted a slew of concerns, including difficulties meeting learning objectives and widening social disparities. As online education greatly influenced the academics of pupils, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). Due to parents believe that they are unable to support their ADHD children with virtual learning due to a lack of understanding. The aim of the present study was to understand the importance of parents' perspectives in order to reveal the views of parents with ADHD in Saudi Arabia regarding teacher interaction with pupils or parents, assessment of homework and examination during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in this field. The result showed that there were no statistically significant differences among responses of parents of the pupils with ADHD according to their background information (gender, age, marital status) towards teacher’s dealing with pupils with ADHD within virtual classes. Furthermore, there were statistically significant differences at level (0.05) among the responses of parents of the pupils with ADHD according to (academic qualification) towards teacher’s dealing with virtual classes. It is expected that the present study will be useful to lead classroom teachers to good treating for ADHD pupils and their parents to their duties and teacher duties. Consequently, it may help the teachers to adopt new strategies or teaching styles that can help in decreasing their failure in schools and can also help in improving the relationship between school and home for ADHD pupils.
VL  - 12
IS  - 2
ER  -

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Author Information

Salwa Mostafa Khusheim

Special Education Department, School of Education, University of Jeddah, Jeddah, Saudi Arabia

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APA Style

Salwa Mostafa Khusheim. (2023). Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia. Education Journal, 12(2), 63-72. https://doi.org/10.11648/j.edu.20231202.13

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ACS Style

Salwa Mostafa Khusheim. Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia. Educ. J. 2023, 12(2), 63-72. doi: 10.11648/j.edu.20231202.13

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AMA Style

Salwa Mostafa Khusheim. Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia. Educ J. 2023;12(2):63-72. doi: 10.11648/j.edu.20231202.13

Copy | Download

@article{10.11648/j.edu.20231202.13,
  author = {Salwa Mostafa Khusheim},
  title = {Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia},
  journal = {Education Journal},
  volume = {12},
  number = {2},
  pages = {63-72},
  doi = {10.11648/j.edu.20231202.13},
  url = {https://doi.org/10.11648/j.edu.20231202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231202.13},
  abstract = {The COVID-19 pandemic causes the sudden shift to the online educational provision in Saudi Arabia that prompted a slew of concerns, including difficulties meeting learning objectives and widening social disparities. As online education greatly influenced the academics of pupils, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). Due to parents believe that they are unable to support their ADHD children with virtual learning due to a lack of understanding. The aim of the present study was to understand the importance of parents' perspectives in order to reveal the views of parents with ADHD in Saudi Arabia regarding teacher interaction with pupils or parents, assessment of homework and examination during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in this field. The result showed that there were no statistically significant differences among responses of parents of the pupils with ADHD according to their background information (gender, age, marital status) towards teacher’s dealing with pupils with ADHD within virtual classes. Furthermore, there were statistically significant differences at level (0.05) among the responses of parents of the pupils with ADHD according to (academic qualification) towards teacher’s dealing with virtual classes. It is expected that the present study will be useful to lead classroom teachers to good treating for ADHD pupils and their parents to their duties and teacher duties. Consequently, it may help the teachers to adopt new strategies or teaching styles that can help in decreasing their failure in schools and can also help in improving the relationship between school and home for ADHD pupils.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia
AU  - Salwa Mostafa Khusheim
Y1  - 2023/03/16
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231202.13
DO  - 10.11648/j.edu.20231202.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 63
EP  - 72
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231202.13
AB  - The COVID-19 pandemic causes the sudden shift to the online educational provision in Saudi Arabia that prompted a slew of concerns, including difficulties meeting learning objectives and widening social disparities. As online education greatly influenced the academics of pupils, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). Due to parents believe that they are unable to support their ADHD children with virtual learning due to a lack of understanding. The aim of the present study was to understand the importance of parents' perspectives in order to reveal the views of parents with ADHD in Saudi Arabia regarding teacher interaction with pupils or parents, assessment of homework and examination during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in this field. The result showed that there were no statistically significant differences among responses of parents of the pupils with ADHD according to their background information (gender, age, marital status) towards teacher’s dealing with pupils with ADHD within virtual classes. Furthermore, there were statistically significant differences at level (0.05) among the responses of parents of the pupils with ADHD according to (academic qualification) towards teacher’s dealing with virtual classes. It is expected that the present study will be useful to lead classroom teachers to good treating for ADHD pupils and their parents to their duties and teacher duties. Consequently, it may help the teachers to adopt new strategies or teaching styles that can help in decreasing their failure in schools and can also help in improving the relationship between school and home for ADHD pupils.
VL  - 12
IS  - 2
ER  -

Copy | Download