Doing School Digitally: Increasing Conflicts And Confrontati

Doing School Digitally Increasing Conflicts And Confrontations

Teenagers have more conflicts and confrontations with their parents now that they are doing school through digital learning at home because of school closures due to Covid-19. Having to do school digitally (independent variable) is causing more conflicts and confrontations (dependent variable) between teenagers and their parents (Stangor, 2015, p. 37). To research this, I will use probability sampling with stratification, creating subgroups based on age, gender, and grade level (Stangor, 2015, p. 113).

Using stratified sampling would allow teenagers from diverse backgrounds and locations to respond and help identify which groups may be experiencing higher levels of conflicts and confrontations due to digital schooling. Since my state restricts residents to leave their homes except for essential activities because of Covid-19, I plan to recruit participants via social media. I would post about my research project, explaining that I am seeking teenage respondents for a class assignment with a few questions. Interested individuals or their parents could privately message me their responses. Additionally, I would ask parents on social media to encourage their teenagers to participate by sending me a private message. My own teenagers would also share the information with friends via text, helping to expand the pool of participants.

Paper For Above instruction

The shift to digital learning during the Covid-19 pandemic has significantly impacted family dynamics, particularly increasing conflicts and confrontations between teenagers and their parents. The abrupt transition from traditional in-person education to remote digital learning has introduced new challenges that have strained familial relationships, resulting in heightened disagreements and misunderstandings. This paper explores the relationship between digital schooling and adolescent-parent conflicts, employing a stratified sampling method to gather comprehensive data across various demographic groups.

With the onset of Covid-19, educational institutions worldwide shifted to online platforms to ensure continued learning while adhering to health guidelines. This abrupt change required teenagers to adapt quickly to a new mode of learning, often characterized by technological issues, reduced in-person interaction, and increased screen time. These factors have contributed to heightened stress levels not only among students but also within families. Parents, overwhelmed by the challenges of supervising remote learning and managing their own pandemic-related stressors, often found themselves at odds with their teenagers.

The independent variable in this research is the mode of schooling—digital versus traditional in-person education—while the dependent variable is the level of conflicts and confrontations experienced within the family, especially between teenagers and parents. The hypothesis posits that digital learning correlates with an increase in conflicts, driven by factors such as technological frustrations, communication barriers, and altered daily routines.

To investigate this, stratified sampling is chosen as the method of data collection to ensure diverse representation across age groups, gender, and grade levels. This approach divides the teenage population into subgroups or strata, allowing for targeted analysis and identification of specific demographics that may experience higher conflict levels. For instance, younger teens may face different challenges compared to older students, and gender differences could influence conflict dynamics.

Given the restrictions imposed by Covid-19, traditional face-to-face surveys are infeasible. Therefore, online data collection via social media is a practical alternative. Promotions through social media platforms such as Instagram, Facebook, and Twitter would reach a broad audience. The researcher would post invitations explaining the study's purpose and requesting participation through private messages, ensuring confidentiality. Parental involvement would be solicited by encouraging parents to ask their teenagers to participate and forward responses privately. Additionally, sharing information through personal networks, including the researcher’s teenagers and their friends, would help expand the participant pool.

Ensuring ethical considerations such as informed consent, anonymity, and voluntary participation is paramount in online research. Participants would be informed about the purpose of the study, their rights, and the confidentiality of their responses before sharing. The stratified sampling approach combined with online recruitment methods aims to gather representative data reflecting the varied experiences of teenagers during digital learning caused by the pandemic.

Understanding how digital schooling influences family relationships is crucial for developing strategies to mitigate conflicts and support healthy communication within families. Findings from this research could inform educators, policymakers, and mental health professionals in designing interventions that foster positive family dynamics during ongoing or future disruptions to traditional schooling.

References

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