A qualitative study on how lower socio-economic status influences perceptions and performance in online classes

Abstract

The rapid shift to online learning, driven by the COVID-19 pandemic, has magnified socio-economic disparities in education. This qualitative study investigates the influence of parental socio-economic status (SES) on student performance, engagement, and experiences in online classrooms, focusing on a diverse lower SES population at the selected school at Rayer Bazar in Dhanmondi. Using in-depth interviews with parents and teachers and focus group discussions with students, the research identifies critical factors, including access to technology, parental involvement, and home learning environments, that shape online learning outcomes. Findings reveal that students from lower SES backgrounds face significant barriers, such as limited access to devices and internet connectivity, disruptive home environments, and reduced parental support. Despite these challenges, resilience and resourcefulness were observed, with families employing adaptive strategies to mitigate limitations. The study underscores the urgent need for policy interventions and educational reforms to address these disparities and promote equity in digital education. The results contribute to a deeper understanding of the digital divide and its implications for students from disadvantaged backgrounds, offering actionable insights for educators, policymakers, and researchers. Recommendations include providing subsidized devices, parental training programs, and flexible learning models to enhance online learning accessibility and effectiveness.