The purpose of this quantitative, predictive correlational research study was to examine the relationship between homeschooling parents’ use of educational technology tools and their instructional behaviors and perceptions, with additional consideration of virtual school participation. Survey-based data from 22 parents of over 40 homeschooled children were used to examine technology adoption and instructional preferences across non-traditional learning settings. The study addressed four research questions through descriptive statistics and correlational analysis, while quantitative themes from open-ended responses enriched the findings. Results provided insight into parental motivations and trends influencing homeschooling and virtual school choices, highlighting the expanding role of online learning technologies in K-12 distance education. This investigation also analyzed educational theories that support individualized learning models. Mason’s self-directed learning model reinforced parents’ preference for flexible instruction. Montessori’s emphasis on child-led exploration was reflected in the 63.6% of participants utilizing self-paced technologies. Piaget’s cognitive development theory and Vygotsky’s sociocultural framework supports the age-appropriate and collaborative problem-solving strategies reported among homeschoolers.
| Date of Award | Jan 1 2025 |
|---|
| Original language | English |
|---|
| Supervisor | Francisco Vital (Supervisor), Jenia Alfonzo (Advisor) & Kimberly Durham (Advisor) |
|---|