Effect of COVID-19 on Poor Children in Accessing Education in the Last Two Years Plus in UK

Effect of COVID-19 on Poor Children in Accessing Education in the Last Two Years Plus in UK

  1. INTRODUCTION

1.1 Outline of Research Area

The global Coronavirus (COVID-19) pandemic has a profound impact on education systems. According to a recent World Bank report, about 1.6 billion learners in more than188 countries around the world have been forced to stay home due to the rising cases of the disease (The World Bank Group, 2022). In the United Kingdom (UK), there has been mass closure of schools since its outbreak. The situation has made it necessary for the country to embrace remote learning that is effected through online education (Sharp & Nelson, 2020; Rayner, 2021). Unfortunately, it is not all learners who can benefit from this important emergency response. Students from poor family backgrounds are unable to afford computers, smartphones, and other digital resources required for online learning (Blundell et al., 2021; Lock, 2021). It is also important to note that some parents of the poor children are illiterate (Sharp, et al., 2020). Such parents cannot help their children in using computers to do homework and other assignments.

1.2 Importance of the Study

The challenges associated with online learning during the era of Coronavirus make it necessary to conduct a research on the inequalities that the pandemic has created in the education system as a result of socioeconomic differences. The current research will examine the effect of the disease on poor children’s access to online education in the UK. The researcher is particularly interested in pursuing the study in order to understand whether the outbreak of COVID-19 has exacerbated inequalities in education attainment that have dominated the education sector for many years.The study will probably generate important findings and recommendations that will enable the government and education policy makers to make crucial decisions in the education sector in this period of COVID-19. It will enable these parties to come up with important measures that can help to ensure that all children access the online system of education regardless of their socioeconomic status

1.3 Research Proposal Plan

Thecurrent study will be organized into five chapters. These are: 1. Introduction, 2. Literature Review, 3. Methodology and Research Design, 4. Data Analysis and Presentation, and 5. Summary, Conclusion, and Recommendations.

  1. LITERATURE REVIEW

2.1 Overview of the Impact of COVID-19 on Education 

The first case of Coronavirus was reported in China in December 2019. From there, the disease quickly spread to other parts of the world. So far the pandemic has caused the death of over 5.4 million people in the world (WHO, 2022). This has prompted the affected countries to adopt important emergency responses against the disease. These include washing hands, wearing of face masks, keeping the social distance, and staying away from mass gatherings (Guner et al., 2020; Pokhrel & Chhetri, 2021). Countries such as the United Kingdom have imposed lockdowns and other strategies that focus on staying at home (Pokhrel & Chhetri, 2021). The goal of all these measures is to control the transmission of the disease.

As the spread of COVID-19 accelerated towards the peak, most countries found it necessary to close schools (Li & Lalani, 2020; The World Bank Group, 2022). By April 2020, more than 1.4 billion children in over 190 countries had been sent home in order to curb the pandemic (Human Rights Watch, 2022). In the UK, face-to-face teaching was replaced by online instruction (Pokhrel & Chhetri, 2021; Sharp & Nelson, 2021). Examinations were cancelled, and the academic calendar was altered. Although most schools based in the country have reopened since the rate of infection started going down, normal educational activities that support the learning of children and their transition have been disrupted (Sharp & Nelson, 2021). This makes it necessary for the education policy makers to think of other alternatives that can help.

2.2 How the Pandemic has Affected Poor Children’s Education

The impact of COVID-19 on the education of children depends on their socio-economic status. Lancker and Parolin (2020) observe that in most cases, the pandemic affects children from poor family backgrounds. Due to lack of financial constraints, these children lack basic education items such as writing materials, books, uniforms, sanitary towels, and money for transport costs. As a result, many end up performing poorly in their studies as compare to their affluent counterparts (Education International, 2018; Thompson & Ivinson, 2020). The pandemic has exacerbated the financial challenges facing the families of poor children. This is due to the fact that lockdowns and restricted movements have made it difficult for people to work and engage in business. The Organisation for Economic Co-operation and Development suggests that school closure due to Coronavirus exposes children to domestic violence, stress, anxiety, and poor nutrition (OECD, 2020a). Such effects in turn lead to poor educational outcomes among the learners.

The UK is one of the richest economies of the world. However, 30% of school children in the country live in poverty (NEU, 2019). To ensure that poor children access education just like the rest of the learners, the government of the country has put in place some important measures. These include providing free school meals and tax credits to school children from families that are extremely poor (Education International, 2018). All these efforts have been frustrated by Coronavirus. The disease has led to loss in academic achievement, and has aggravated food insecurity among students who depend on school meals (Lancker & Parolin, 2020; Lock, 2021).

2.3 Poor School Children’s Access to Online Learning

The introduction of remote learning to education systems after the break of Coronavirus has impacted poor school children in both positive and negative ways. According to the Organisation for Economic Co-operation and Development, widespread digitalisation has helped to mitigate the impact of education loss as a result of Coronavirus (OECD, 2020b). It has enabled many learners to access education. Recent researches have shown that during the era of the pandemic, online learning has increased retention of knowledge, and it saves time (Li &Lalani, 2020; Sharp & Nelson, 2020). This suggests that this system of education might be here to stay.

Despite being associated with some benefits, Pokhrel and Chhetri (2021) note that online learning due to closure of schools is also associated with some disadvantages. COVID-19 pandemic has caused inequalities in educational outcomes. Many students who live in poverty are not prepared for online education since they cannot afford the digital resources through which this learning is effected. In the UK, about 1.78 million children do not access computers and the internet (Lock, 2021). Majority of the children come from poor backgrounds. These students find it difficult to learn online. As far as Diaconu et al (2019) and Lancker & Parolin, (2020) are concerned, lack of access to remote learning tends to intensify learning poverty among the school children of the UK. This explains why it has become difficult for many children to achieve basic literacy levels during the period of Coronavirus. Moreover, it needs to be pointed out that majority of the parents of the poor children are not educated (Sharp, et al., 2020). Such parents can be of no or little help to their children who are expected to learn online.

2.4 Linkage between Poverty and Educational Outcomes

Research work has shown that there is a close relationship between educational outcomes and poverty (Olszewski-Kubilius & Corwith, 2017; Lancker & Parolin, 2020; Thompson and Ivinson, 2020). Thompson and Ivinson, (2020) opine that poverty reduces children’s readiness to learn. It causes poor physical health, and affects the development of motor skills. Consequently, it interferes with learners’ level of concentration, ability to remember information, motivation, attentiveness, and curiosity. On their part, Olszewski-Kubilius and Corwith (2017) state that poverty influences educational attainment among learners. Low socioeconomic status, low incomes, poor parenting, and other risk factors associated with poverty affects children’s cognitive development. These conditions result in poor academic achievement.

Thompson and Ivinson (2020) denote that in the UK, there exists a significant gap in educational outcomes among children from various socioeconomic backgrounds. Children living in poverty experience poorest educational outcomes. Such learners are less likely to perform well in their academics and progress to institutions of higher learning (Blundell et al., 2021). This is due to the fact that many lack basic education materials, and are not taken to best schools in the country. In contrast, children from rich families tend to do well in school (Blundell et al., 2021). They can afford anything they need to excel academically.

2.5 Knowledge Gap

Most of the studies reviewed above address the impact of COVID-19 on education. Many give valuable information on how the pandemic has affected learners’ access to education due to closure of schools. Some provide important details on how the disease has led to poor educational outcomes. Despite this, it needs to be pointed out that majority of the studies contain general information on the effect of Coronavirus on school going children. They pay little attention to the impact of this disease on the children’s access to education based on their socio-economic status. This demonstrates a dearth of information on the same. The current research attempts to address this knowledge gap by focusing on how the pandemic has affected poor childrenaccessing online education within the United Kingdom. The study demonstrates that the outbreak of Coronavirus has created inequalities in educational attainment between children with high and low socio-economic status.

2.6 Aim of the Study

The aim of this study will be to investigate the effect of the COVID-19 pandemic on poor children’s access to online education in the United Kingdom for the last two years plus.

2.7 Research Questions

The study will seek to answer the following research questions:

  1. How has Coronavirus impacted the education of children from poor backgrounds?
  2. What are the effects of the pandemic on poor children’s access to online education?
  3. How is poverty linked to educational outcomes?
  1. METHODOLOGY AND RESEARCH DESIGN

3.1 Research Approach and Methods

The current research will employ the qualitative method of research. This approach involves the collection of open-ended information or data that cannot be quantified (Campbell et al., 2016). Unlike the quantitative approach, the qualitative method is basically an exploratory approach that is mainly concerned with explaining why and how a given phenomenon occurs. This is basically achieved through the examination of the underlying reasons, motivations or opinions. The goal of the qualitative method of study is to enable the researcher to gain a deep understanding of a given event or issue (Campbell et al., 2016). Thus, this approach helps to give meaning to quantitative data by providing detailed explanations for certain occurrences.

The researcher will base the study on a cross-sectional survey research design. Cross-sectional survey is a qualitative research design that involves collection of data from a certain population at one point in time to make significant references (Engel & Schutt, 2017). In this case, the researcher is expected to measure exposures and outcomes of research participants simultaneously without any manipulation of variables. The choice of the cross-sectional survey in this particular study was informed by the fact that it can enable the researcher to examine different characteristics of a population at once (Engel & Schutt, 2017). These include level of poverty, socio-economic status, income source, educational outcomes, and other factors.

3.2 Access and Sampling

The study will take place in the United Kingdom. It will be specifically carried out at Tees Valley (England), Rhyl West 2 (Wales), Greenock (Scotland), and Ardoyne (Northern Ireland). The study area will be clustered into these four regions in order to ensure uniform participation. The areas were considered for the study for being the most deprived regions in the United Kingdom. The study population in this research shall comprise school children aged between 11 and 15 years. The choice of this population was influenced by the fact that many children within this age bracket understand the issues of COVID-19, and can freely express themselves by way of articulating issues well.

The researcher shall apply both probability and non-probability sampling techniques in selecting the participants of the study. Proportionate random sampling will be used to select households that are going to be involved in the study. This technique helps to ensure that key population characteristics are captured in the selected sample (Joseph & Eleojo, 2019). The lists of potential households that will be involved in the study shall be obtained from local government administrators. For the households with more than one child whose ages are between 11 and 15, the eldest child will be interviewed. Purposive sampling will be used to select participants who are going to participate in focus group discussions (FGDs). Purposive sampling enhances the achievement of greater representativeness in a given study (Joseph & Eleojo, 2019). The sample size of the study will be determined using Yamane’s formula: n = N/ (1+N (e) 2), where n stands for sample size, N signifies study population, and e represents the margin error or precision level. Yamane’s formula presents a simplified formula for calculation of sample sizes of known population sizes (Diaconu et al., 2019).

The participants of the study will be recruited using flyers. The flyers shall specify the purpose of the study, research procedures that will be involved, and the age group of the required respondents. It will also be important to state that participation in the research will be voluntary. This can help to curb the issue of high expectations among the respondents. However, it will be necessary to state in the flyers that those who will participate in the study will be given some refreshments or snacks. This can help to motivate them.

3.3 Data Collection

During the study, the researcher will collect primary data. Primary data refers to research information that is gathered through direct involvement of the researcher (Sapsford & Jupp, 2012). The researcher has to get to the field in order to obtain information from respondents. To meet the objectives of the current study, data shall be collected using both semi-structured interviews and FGDs. Semi-structured interview is a qualitative technique of data collection in which a researcher poses predetermined open-ended or close-ended questions to respondents (Padgett, 2016). This method enables the researcher to generate significant perceived informal inferences since they focus directly on topics that are being investigated. A focus group discussion is  qualitative method in which a group of persons which similar experiences or backgrounds gather for the purpose of discussing issues pertaining to a given topic of interest (Padgett, 2016). FGDs enable researchers to elicit important views and opinions from the study population.

Data will be collected with the help of 8 research assistants who are familiar with the targeted study area. Two assistants will be attached to each of the 8 regions targeted by the study. The research assistants shall be trained for one week for them to get equipped with basic social work research skills. Semi-structured interviews will be administered to 376 respondents. The interviews shall be carried out at quiet places within the home environments. A total of 8 FGD shall be conducted. Two FGDs will be held in each of the study clusters. The discussions shall be held in community social halls or other suitable venues. If the sessions are to be conducted inside buildings, the rooms must have good ventilations. Each FGD shall comprise between 8 and 12 respondents.

In order to get in-depth information, the research participated shall take a person-centered approach to the respondents (Whittaker, 2019; Mauldin, 2020). They should listen to them carefully, and use both verbal and non-verbal communication skills to engage with them. It will also be useful to make some important observations (Whittaker, 2019). All the observations must be clearly recorded. It is as well important to note that all the participants will receive free snacks and refreshments during the research.

3.4 Data Analysis

Raw data that will be collected from the field shall be cleaned and edited accordingly. This process helps to ensure that the data is free of error (Mauldin, 2020). After this, it will be subjected to classification based on common characteristics. Since this study shall derive from a qualitative method, it will lead to the generation of qualitative data. This data shall be transcribed and analyzed thematically. The process will involve summarization and categorization of information using narratives. The analyzed qualitative data shall be finally presented using verbatim quotes and prose reports.

3.5 Ethical Considerations

Before embarking on the research, it will be necessary for the researcher to seek the approval of the ethics committee and the institutional review board (IRB) of the university that authorizes the study. This will help to ensure that the proposed research is ethical. The researcher shall also be required to seek the permission of the Department of Education of the United Kingdom, and the local administrators of the areas selected for the study. Prior to the research, the researcher will seek the consent of all the research participants. The process of seeking the consent enables respondents to understand what a given study entails before they consider participating in it (McLaughlin, 2017). The children who will accept to participate in the research will sign an informed consent form. It is important to note that the children will also have the option of refusing to be involved in the study.

Since children are minors, it is presumed that they are not able to make some decisions on their own (McLaughlin, 2017). This means that it will be necessary to seek permission from their parents and guardians before involving them in the proposed study. The parents of the selected study participants can be traced with the help of the research assistants. Mobile phones and e-mails shall be used to get in touch with them. It will be necessary to explain to them the purpose of the research, and the procedures that are going to be involved. If the parents or guardians accept to allow their children to participate in the study, they will sign the informed consent form. They also have the option of refusing to give the permission. Informed consent forms can be sent to the parents through e-mails. For parents without e-mail addresses, these forms shall be physically availed to them by the research assistants.

It as well needs to be pointed out that the principles of privacy, confidentiality, and autonomy shall be strictly adhered to. This will help to ensure that the interest of respondents can be safeguarded. Moreover, the researcher shall be cautious with his language use given the fact that the research involves vulnerable subjects and sensitive topics. By doing so, he will avoid doing harm to the research participants.

3.6 Dissemination

The findings of this study shall be disseminated to relevant audiences for the purpose of sharing knowledge and promoting its application in social work practice and policy change. The dissemination will be effected through publication of a thesis, and presentations in academic conferences and other suitable forums (Engel & Schutt, 2017). The researcher will use both internal and external methods of dissemination. Internal dissemination involves sharing research information within a given organization (Mauldin, 2020). In this case, the researcher shall target the council, administrators, and other researchers of the concerned university. On the other hand, external dissemination entails sharing information with various groups outside an organization (Mauldin, 2020). Here, the researcher will engage education policy makers, government officials, and relevant social work organizations.

3.7 Challenges and Limitations

There are some significant challenges and limitations that the researcher is likely to expect in the course of the study. One of the major problems is that the research will be conducted during this period when the world is grappling with the impact of Coronavirus. To prevent the spread of the infection during study sessions as a result of face-to-face interactions, the researcher should ensure that all the measures aimed at preventing it are strictly adhered to. For instance, all research participants will be requested to wear face masks, and maintain the social distance. Another significant challenge is that the study will specifically target poor high school students. As a result, its findings may not be applicable to poor learners in other levels of learning. Additionally, the researcher faces the limitation of financial constraints. To conduct a comprehensive analytical study, it may be necessary to look for well-wishers who can fund the research.

  1. CONCLUSION

COVID-19 has caused serious disruptions in the education systems of many countries in the world. At the peak of this pandemic, most schools decided to send students home in what was considered to be a vital emergency response that could help to control the spread of the disease.The closure of schools meant that governments, policy makers, and other stakeholders in the education sector had to look for other alternatives in order to ensure that learners continued receiving education as they stayed at their homes. In the United Kingdom, remote or online learning replaced physical classroom instruction in most parts of the country.

The introduction of online learning has helped to prevent education loss as a result of Coronavirus. It enables students to access various educational services from their homes. However, it needs to be pointed out that this new system of education has also caused serious concerns. It has enhances inequalities in attainment of education. It generally favours children with a high socioeconomic status while it excludes those ones with a low status. Children from poor backgrounds experience poor educational outcomes because they cannot afford various digital materials necessary for remote learning.  Since many of the parents of these learners are illiterate or not educated, they are not prepared to assist their children to access online education. Therefore, it is necessary for education stakeholders to think of other alternatives and strategies that do not further education inequalities between rich and poor students. This can help to ensure that all children have equal educational opportunities.

References:

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