Date

4-26-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rachel N. Hernandez

Keywords

Homeschool, COVID-19, West Virginia, Education, Homeschool Laws, Remote Learning

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to understand the lived experiences of second-choice homeschoolers in West Virginia with forced remote learning and homeschooling during the COVID-19 pandemic. The label second-choice homeschoolers in this research refers to homeschooling families in West Virginia who have first-hand experience with remote learning during the COVID-19 pandemic. The theory guiding this study was Bandura’s social cognitive theory, as it aligned with understanding parental homeschooling experiences by focusing on the impact of environmental events on human behavioral patterns. The central research question guiding this study was: What were the lived experiences of second-choice homeschoolers in West Virginia with remote learning during the COVID-19 pandemic? This study had 14 participants recruited via criterion and snowball sampling. Data was collected through journal prompts, individual interviews, and a focus group. The data analysis process involved using first and second-cycle coding techniques described by Saldana to identify themes and categories aided by memoing. The study contributed to the empirical and theoretical framework. Five significant themes, homeschooling, shutdowns, forced remote learning, academic achievement, and work-life balance, were revealed through thematic analysis. Participants shared positive and negative experiences while using forced remote learning during the COVID-19 pandemic. The results support prior research about the disruptions caused by the COVID-19 pandemic closures.

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