مقایسه طولی و عرضی وضعیت تحصیلی و ارتباط والدین با مدرسه در میان دانش‌آموزان آموزش حضوری و غیرحضوری دبیرستان پسرانه شهید مهدوی دوره دوم شهر کرمان

مجید توکلی; امن‌الله سلطانی; میترا کامیابی; زهرا زین الدینی میمند

Authors

Majid Tavakoli Department of Educational Sciences and Psychology, Ke.C., Islamic Azad University, Kerman, Iran Author https://orcid.org/0000-0002-8569-7526
Amanollah Soltani Department of Educational Sciences and Psychology, Ke.C., Islamic Azad University, Kerman, Iran Corresponding author https://orcid.org/0000-0003-3914-096X
Mitra Kamyabi Department of Educational Sciences and Psychology, Ke.C., Islamic Azad University, Kerman, Iran Author https://orcid.org/0000-0002-2572-7527
Zahra Zeinaddiny Meymand Department of Educational Sciences and Psychology, Ke.C., Islamic Azad University, Kerman, Iran Author https://orcid.org/0000-0002-7602-7707

Keywords:

Academic performance, parent–school communication, in-person education, remote education, upper-secondary students

Abstract

This study aimed to longitudinally and cross-sectionally compare students’ academic status and parent–school communication under in-person and remote educational conditions. This applied mixed-method study employed a descriptive-survey design and qualitative content analysis. The quantitative population comprised 1,830 eleventh- and twelfth-grade students and their parents during the 2022–2023 academic year. Participants were selected through convenience sampling, with the intended sample size determined using Cochran’s formula. In the qualitative phase, interviews were conducted with 12 educational academics and experts, and the data were analyzed through conventional content analysis using MAXQDA. Qualitative trustworthiness was assessed according to Lincoln and Guba’s criteria, while coding reliability was examined through inter-coder agreement. Exploratory and confirmatory factor analyses, the Kaiser–Meyer–Olkin index, Bartlett’s test of sphericity, and analysis of variance were used for quantitative data analysis. The KMO value was 0.906, and Bartlett’s test was statistically significant (χ²=2316.684, df=276, p<0.001), confirming the suitability of the data for factor analysis. All standardized factor loadings exceeded 0.40, and all corresponding t-values were greater than 1.96. Longitudinal analysis demonstrated significant differences between in-person and remote periods in academic performance and parent–school communication (F=45.469, p<0.001), with higher mean scores during remote education. Cross-sectional analyses also revealed significant differences among classes in academic performance (F=25.432, p<0.001) and parent–school communication (F=24.719, p<0.001). Greater exposure to remote instruction was associated with more favorable academic performance and stronger parental communication with the school. Remote education may improve academic performance and parent–school communication by increasing learning flexibility and parental involvement. Nevertheless, a blended learning model is recommended to combine these benefits with the social interaction and collaborative learning opportunities provided by in-person education.

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