Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator

Figures & data

Figure 1. Conceptual framework

Table 1. Demographic variables of study population

Variables	n	%
Gender of parent
Males	256	7.6
Females	3,125	92.4
Total	3,381
Children’s school level
Primary (1^st grade)	801	24.1
Primary (2^nd grade)	739	22.3
Primary (3^rd grade)	578	17.4
Primary (4^th grade)	547	16.5
Primary (5^th grade)	406	12.2
Primary (6^th grade)	250	7.5
Total	3,321
Type of primary school attended
Government and aided primary school	2,383	70.5
DSS primary school	439	13.0
Private/ ESF/ private international primary school	559	16.5
Total	3,381
Monthly household income (in Hong Kong dollar)
< $10,001	110	3.3
$10,001-$20,000	350	10.4
$20,001-$40,000	932	27.6
$40,001-$60,000	713	21.1
$60,001-$80,000	497	14.7
$80,001-$100,000	339	10.0
> $100,000	440	13.0
Total	3,381

Table 2. Descriptive statistics and bivariate correlations of the main study variables

	1	2	3	4
1 Amount of assignments	-
2 Length of online learning	.29***	-
3 Child competence in independent learning	−.16***	−.14***	-
4 Parents’ satisfaction with child’s online learning^#	−.09***	−.09***	.33***	-
Possible range	1–6	1–7	1–5	0–1
Mean	4.25	2.57	3.09	0.53
SD	1.24	1.46	1.22	0.50

***p < .001.

^#Coded 0 = dissatisfaction, 1 = satisfaction.

Table 3. The association between amount of assignments, length of online learning, child competence in independent learning, and parents’ satisfaction with child’s online learning

	B	SE	p
Demographic variables
Number of children in the family	−0.09	0.02	< .001
Report informant	0.44	0.05	< .001
Household monthly income	−0.03	0.01	< .001
School type	−0.01	0.01	.545
Grade	−0.02	0.01	.041
Main effects
Amount of assignments	−0.01	0.01	.479
Length of online learning	0.01	0.01	.121
Child competence in independent learning	0.14	0.01	< .001
Interactions
Amount of assignments X Child competence in independent learning	0.02	0.01	.031
Length of online learning X Child competence in independent learning	0.03	0.01	< .001

Figure 2. The association between the amount of assignments and parents’ satisfaction with child’s online learning by levels of child competence in independent learning

Figure 3. The association between the length of online learning and parents’ satisfaction with child’s online learning by levels of child competence in independent learning