Сенка Д. Слијепчевић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија, имејл: senkaslijepcevic@ff.uns.ac.rs
Слађана Н. Зуковић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија
Душица Д. Стојадиновић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија
Иновације у настави, XXXV, 2022/2, стр. 56–70

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DOI: 10.5937/inovacije2202056S

Резиме: У раду су приказани резултати истраживања о ученичкој процени нивоа и начина укључивања родитеља у њихово образовање током реализације наставе и учења на даљину у условима пандемије вируса корона. Узорком је обухваћено 505 ученика другог циклуса основношколског образовања са територије Републике Србије. Инструмент је конструисан за потребе истраживања и садржи питања о социодемографским карактери-стикама узорка, питање о општем задовољству ученика наставом на даљину, као и скалу процене родитељске укључености коју чину две супскале – родитељски надзор и пружање непосредне помоћи. Просечни скор на целој скали показује умерену укљученост родитеља, при чему је родитељски надзор присутнији у односу на пружање непосредне помоћи. Иако је већина ученика исказала делимично задовољство или незадовољство наставом на даљину, резултати су показали да су наставом на даљину задовољнији они ученици којима су родитељи пружали више непосредне помоћи. С друге стране, анализом модерације утврђено је да код ученика виших разреда непосредна помоћ од стране родитеља доприноси нижем задовољству наставом на даљину. Упркос одређеним ограничењима истраживања, резултати у целини сугеришу да родитеље треба посматрати као значајан ресурс ефикасности наставе на даљину, те импликују потребу за оснаживањем родитеља у овом домену.

Кључне речи: пандемија вируса корона, настава на даљину, родитељска укљученост, задовољство ученика.

Summary: The paper presents the results of the research on pupils’ assessment of the level and manner of parental involvement in their education in the course of online teaching and distance learning during the Covid-19 pandemic. The sample included 505 pupils of the second cycle of primary education on the territory of the Republic of Serbia. An instrument was designed for the research purposes and it contains questions about the sociodemographic characteristics of the sample, a question about pupils’ general satisfaction with distance learning, as well as the assessment scale of parental involvement consisting of two subscales – parental supervision and direct assistance. The average score on the whole scale shows a moderate parental involvement, with parental supervision being more present than providing direct assistance. Although the majority of the pupils expressed a partial satisfaction or dissatisfaction with distance learning, the results showed that the pupils whose parents provided more direct help were more satisfied with distance learning. On the other hand, the analysis of moderation found that in the pupils of higher grades, the parental direct help entailed a lower satisfaction with distance learning. Despite certain limitations of the research, the results generally suggest that parents should be viewed as a significant resource for the effectiveness of distance learning, and imply the need to empower parents in this area.

Keywords: Covid-19 pandemic, distance learning, parental involvement, student satisfaction.

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