Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6, 3129-3139 2024 Publisher: Learning Gate DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate © 2024 by the authors; licensee Learning Gate * Correspondence: drgurdipsaini@gmail.com The alternative pathway: Factors influencing middle-income parents to choose homeschooling Menaga Kumar1, Gurdip Kaur Saminder Singh2*, Rabiha Maya Adiera Binti Ab Rahim3 1School of Education, Taylors University, Malaysia; Menaga.Kumar@taylors.edu.my (M.K.). 2Doctoral Studies Department, Faculty of Education and Humanities, UNITAR International University, Kelana Jaya, Selangor, Malaysia; drgurdipsaini@gmail.com (G.K.S.S.). 3Education Department, Faculty of Education and Humanities, UNITAR International University, Kelana Jaya, Selangor, Malaysia; rabiha@unitar.my (R.M.A.B.A.R.) Abstract: Given that Malaysia is still a developing country with a predominantly middle-income population, understanding the dynamics of homeschooling within this economic context was critical. The objective of this study was therefore to explore the factors influencing middle-income Malaysian parents’ decisions to homeschool their children. This study which was a qualitative case-study, was conducted through in-depth interviews with three middle-income parents’ whose children were currently homeschooling in Malaysia. The self-designed instrument achieved a Kappa score of .74, ensuring reliability of instrument for data collection. Braun and Clarke’s (2006) thematic analysis approach integrated by Miles et al.’s (2013) three-cycle analytical coding was utilized in analyzing the data. The results from the in-depth interviews revealed four major themes which discussed factors influencing middle-income Malaysian parents’ decisions to homeschool their children. Flexibility and individualized learning, discontent with traditional schooling, children’s ability and disparity in classroom instructions and cultural independence have led many middle-income parents to explore home-schooling as an alternative educational option. The findings in this study uncovered that many parents perceived the home environment as a perfect setting for education. This study has practical implications as it highlighted the importance of creating a more inclusive and effective educational environment within the traditional school environment, hence decreasing the need for parents to choose homeschooling as an educational option. Keywords: Factors influencing, Homeschooling, Malaysia, Middle income parents. 1. Introduction Education has been a contentious concern in Malaysia over many decades (Rahim & Chua, 2024). Since its independence, the nation's educational problems have frequently spun around pedagogical approaches, policy changes, and political influences. To address these shortcomings in the national framework, alternative education systems have been developed in response to the unpredictability of the Malaysian education system (Ismail & Aljunied, 2024). Since May 2018, with a major shift in the country's political landscape, tremendous educational transformations took place including offering parents with alternative educational pathways (Ming et al., 2017; Mulyadi et al., 2016). The search for the most suitable educational system that caters to children's needs has always been a major issue among Malaysian parents. The growing concerns and dissatisfaction with the Malaysian educational system has led to the emergence and proliferation of numerous forms of alternative education (Dennison et al., 2020). Parents often contend with multitude factors beyond academic achievement, and the pursuit of receiving a “quality” education has undoubtedly been a primary concern. Issues on quality have also led many parents to seek new ways in educating their children utilising their own time and effective strategies (Abuzandah, 2020). However, with the current trends and economic disruption post Covid-19, many parents face challenges to find the time and space to deal with teaching 3130 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate children at home. This hence led parents to foster the term ‘homeschooling’ at different venues such as online and learning centres to ensure their children obtain a quality education. 2. Literature Review 2.1. Defining the Term ‘Homeschooling’ Homeschooling education is also known as home education or home-based schooling. Homeschooling is where a child gets nurtured based at home with parents, guardian, or tutors’ guidance outside the mainstream school system such as public and private school. In addition, Lilly & Hoover (2011) define homeschooling as a process of educational services that is deliberately directed by parents or families with a conducive teaching and learning process. In addition, Cheng (2019) explains that homeschooling is the education of school-age children at home whereas Faizul (2022) defined homeschooling is an education that is carried out independently by family, where the materials are selected and adjusted to the needs of children. 2.2. The History of Homeschooling in Malaysia In Malaysia, in year 2003 the education landscape changed and established different modes of teaching and learning when the Education Ministry officially approved homeschooling for primary school, and students may get an exemption of attending conventional schooling especially if they require special care and attention. The home-schooling phenomena thus far has gone through two major phases in Malaysia. The first phase was prior to the year 2003 and the second phase was after 2003 when the Compulsory Education Act (2003) was implemented. Kim Soon et.al (2015) reported that before year 2003, the Minister of Education allowed parents to home school without restrictions. But since the year 2003 onwards when the Compulsory Education Act was implemented, home schooling was only allowed with prior permission from the Ministry of Education where home schoolers must apply for school exemption from the Ministry of Education. Kim Soon et.al (2015) reported that homeschooling in Malaysia is not widespread, but it is growing. As of recent estimates, approximately 20,000 to 30,000 students in Malaysia are reported to be receiving homeschooling. This figure reflects a growing trend as more parents seek alternative educational options for their children (Ministry of Education Malaysia, 2021). Homeschool is classified as private school. The Malaysian Educational Statistics (2013; 2014; 2015; 2016; 2017; 2018) have documented a remarkable surge in the count of private educational institutions since 2013 where parents have given importance by enrolling their children into private institutions. The number of private primary institutions increased from 108 schools in 2013 to 133 schools in 2018, and private secondary institutions rose from 170 schools in 2013 to 177 schools in 2018. Furthermore, private institutions offering both primary and secondary education expanded from 99 schools in 2013 to 168 schools in 2018. 2.3. Factors Influencing Homeschooling Decision-Making There are many factors influencing parents in choosing homeschooling for their children. However, three key factors highlighted in various studies (Figure 1) found academic matters, school environment, and learning needs influence home-schooling decisions (Alamry & Karaali, 2016; Cheng & Donnelly, 2019; Jolly et al., 2013; Jolly & Matthews, 2020) Figure 1. Key factors influencing home-schooling as pathway to education. 3131 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate Research reveals that parents choose homeschooling predominantly due to dissatisfaction with traditional schooling, including concerns about poor curriculum, ineffective teaching, and lack of a nurturing environment. Jolly et al. (2013) identified that justifications for homeschooling remain consistent over time, with many parents feeling that traditional schools fail to support the essential education their children need. Previous studies have also highlighted that parents often turn to homeschooling to impart moral values and religious beliefs that they feel are neglected in mainstream education. Negative personal experiences in their own schooling also influence parents’ decisions, shaping their outlook for their children's educational experiences (Brown, 1997; Freen-Hennesy & Marioti, 2023; Olsen, 2008; Valiente et al., 2022). Today with transformation of education post pandemic, parents are drawn to the flexibility and personalized learning opportunities that homeschooling offers, allowing children to learn at their own pace and explore subjects of interest. Research has shown that homeschooled children often achieve higher academic performance compared to their traditional schooled peers (Ray, 2015). Parents today value the opportunity to create a tailored educational environment that aligns with their values and beliefs, moving away from the rigid structures of conventional schooling (Korkmaz & Duman, 2014). Overall, homeschooling is viewed as a sustainable alternative that fosters meaningful learning experiences both inside and outside the home, accommodating diverse philosophical and pedagogical motivations (Kraftl, 2013; Ice & Hoover-Dempsey, 2011). 2.4. Types of Homeschooling Approaches in Malaysia In Malaysia, homeschooling is an increasingly popular educational option that encompasses various approaches tailored to the diverse needs and preferences of families. The main types of homeschooling in Malaysia include: 2.5. Structured Homeschooling This method follows a set curriculum supplied by homeschooling organizations or educational publishers. Parents regularly use textbooks and materials parallel to those in traditional schools, guaranteeing a comprehensive educational experience (Malaysian Homeschooling Association, 2020). 2.6. Unschooling Unschooling is a more relaxed, child-led method where learning occurs naturally through everyday activities and interests. Parents facilitate this process by supplying resources and opportunities for exploration, allowing children to lead their own learning (Holt, 2004). 2.7. Hybrid Homeschooling This prototype allows children to combine homeschooling with part-time attendance at traditional schools or educational programs. Children can attend classes for specific subjects while being homeschooled for others, granting flexibility and a diverse learning experience (Donnelly, 2018). 2.8. Online or Virtual Homeschooling Many Malaysian families utilize online platforms to facilitate learning, integrating virtual classrooms, online courses, and educational websites. This approach presents access to a wide range of resources and accommodates the various learning styles (Lee, 2021). 2.9. Thematic or Project-Based Homeschooling This method integrates diverse subjects around specific themes or projects, initiating interconnected learning experiences. Parents often design activities based on their children's interests, stimulating engagement and creativity (Smith, 2019). 3132 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate 2.10. Faith-Based Homeschooling Some Malaysian families choose to homeschool within a religious framework, integrating faith- based education alongside standard academic subjects. This methodology aligns educational content with the family’s values and beliefs (Ahmad, 2020). 2.11. Past Studies on Homeschooling in Malaysia The past literature on homeschooling in Malaysia primarily studied the characteristics of homeschooling where it was found that most homeschooling was parent-led or parent-directed educational practice during regular school hours and days (Alias et al., 2013; Yin et al., 2016; Ng et al., 2015). Studies revealed that parents often designed or selected the curriculum themselves, either purchasing pre-made materials or combining different syllabi to suit their children’s needs. Apart from that, a few were also found on ways to improve homeschooling practices, including curriculum development and the organization of learning content and teaching methods (Alias et al., 2013; Malani, 2015). With regards to factors influencing homeschooling, several studies have agreed that factors influencing homeschooling in Malaysia are multifaceted, reflecting parents' dissatisfaction with the traditional education system. Rajamony (2008) performed a qualitative study involving five Malaysian families and found that parents mostly chose homeschooling because they found the government-school curriculum not credible. They also conveyed concerns about perceived ineffectiveness in the teaching and learning procedures that did not align with their family values. Similarly, Kim Soon (2015) identified trends among parents choosing out of mainstream schooling, highlighting disappointment with the curriculum, increased social issues, and the negative school environment impacting their children’s growth as vital reasons. All studies pointed that parents were particularly troubled about the regular changes in the education system, unnecessary homework burdens, and the lack of compatibility between public school instruction and their family beliefs, including the absence of religious integration. Additionally, homeschooling has emerged as a significant substitution to traditional education for various reasons. Yin et al. (2016) noted that families choose homeschooling due to religious beliefs, inadequate learning conditions in schools, and the desire to provide a superior educational experience at home. Malani (2015) similar to Mwanyumba et al. (2022) from that her study also further revealed that while parents held varied perceptions about homeschooling, there was a whole agreement that it was a superior option compared to conventional government schools. Factors such as an insufficient curriculum, unqualified educators, safety concerns, inadequate social interactions, and the school environment contributed to parents' decisions to homeschool their children (Gaither, 2017; Malani, 2015; Pratiwi et al., 2023). In another study, Hawa Rahmat et al. (2010) parallel to conclusions of Spiegler (2017) asserted that the future development and efficacy of homeschooling as an educational approach in Malaysia present significant potential, particularly regarding parents' capacity to foster familial bonds through home- based education. Furthermore, research on the anticipated future of homeschooling in Malaysia by Ruslina Ibrahim et al. (2012) indicates that advancements in technology and the willingness to modify the homeschooling curriculum will be able to introduce a novel perspective to education in the country. Although majority studies have pointed out the good of parent-led homeschooling, several findings on the studies on homeschooling in Malaysia have also expressed doubts about parents' qualifications as teachers and suggest that homeschooling may be disadvantageous to children’s development. Several have also focused on understanding the general factors and motivations behind parents' decisions to homeschool, while proposing frameworks to improve parents' effectiveness as teachers (Alias et al., 2013; Rajamony, 2008; Yin et al., 2016). 2.12. Research Aim In Malaysia, the trend of homeschooling is still very new with only around 20,000 to 30,000 children found registered across the country (Ministry of Education Malaysia, 2022). The rising prevalence of private schools and homeschool centres, along with the growing enrolment of students in these alternative educational settings, have prompted inquiries into the reasons behind parents' 3133 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate preferences for alternative educational systems. As the quantity of homeschool centres and homeschooled students continues to rise in Malaysia, there is a pressing requirement to delve into the subject of homeschooling as an alternative educational approach. This research is thus designed to investigate the factors that influences parent’s decision making for homeschooling as an educational option for their children. With the existing limited research conducted on home-schooling in Malaysia, even insignificant is available on the perceptions of those from the various income groups opting homeschooling. Given that Malaysia is still a developing country with a predominantly middle-income population, understanding the dynamics of homeschooling within this economic context was critical. Based on the above, this study was therefore designed to understand on the middle-income parents’ preferences for homeschooling. In specific the objective of this study was to explore the factors influencing middle-income Malaysian parents’ decisions to homeschool their children. 3. Methodology 3.1. Research Design This research employed a case study research design. A case study research design is used in qualitative research to comprehensive exploration of a specific phenomenon or case within its real-life context (Creswell & Poth, 2016). Therefore, a case study design was chosen not only because the decision-making factors derived from parents, but also the study on context, which is homeschooling. It would have been impossible for researchers to have a true exploration of parents’ decision-making factor without considering the context within which it occurred. Additionally, Yin (2016) states a case study design should be measured when the focus of the study is to answer “how” and “why” questions, when you cannot employ the behaviour of those involved in the study, when you want to cover contextual circumstances because you believe they are applicable to the phenomenon under study or when the boundaries are not clear between the phenomenon and context. 3.2. Population and Sampling In terms of population and sampling methods, this study applied the snowball sampling procedure under the purposive sampling method for the selection of the participants (Mills et al., 2010). This means the researchers specifically selected participants who would be able to contribute to the research topic and who would be willing to share their thoughts. The study population consisted of three middle- income Malaysian parents whose children were enrolled in homeschooling and who were willing to volunteer for this research. Table 1 below summarizes the demographics and attributes of each participant. Table 1. Participants demographics. Parent’s code No of children homeschooled Parents’ level of education Household income (RM) Cultural background Participant 1 2 Bachelor’s degree 6,700 Muslim Participant 2 3 Bachelor’s degree 6,800 Hinduism Participant 3 2 Bachelor’s degree 6,950 Buddhist 3.3. Research Instrument and Data analysis For this study, a self-designed interview guide including five precisely constructed questions was used for data collection. To ensure the reliability of the interview guide, the self-developed interview guide was reviewed by two subject-matter experts (SMEs) and an inter-rater reliability test carried out which resulted in Kappa agreement of 0.7 indicating the instrument achieved substantial agreement. McHugh (2012) indicates that any Kappa score between 0.60 and 0.74 reflects good agreement between raters which ensured instrument reliability. 3134 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate Upon reaching the point of exhaustion from the interviews, the researchers began to synthesize the wealth of information gathered. Data was analysed using Braun and Clarke’s (2006) thematic analysis approach. Apart from the usual procedure of verbatim transcription of data, and sourcing of relevant codes which assisted in developing the themes, three-cycle analytical coding (Miles, Huberman & Saldana, 2013) further added trustworthiness and authenticity of the data (Creswell,1997; 2007). 4. Findings This section delves into the qualitative data collected throughout the interviews to explore the factors influencing middle income parents’ decisions to homeschool their children. The presentation of findings is divided into four major themes according to the research objective. The four major themes emerged are flexibility and individualized learning, discontent with traditional schooling, children’s ability and disparity in classroom instructions and cultural independence. Figure 2 illustrates the diagram for the emerging themes. Figure 2. Emerging themes for decision-making of homeschooling. Theme 1: Flexibility and individualized learning Flexibility and the ability to tailor education to the child's unique needs emerged as a vital sub- theme. Participants spoke passionately about the benefits of adjusting the curriculum and speed of learning to each child's unique strengths and shortcomings. The participants, in particularly Participant 1 and 3, expressed concepts in their narratives that flexibility as a significant factor. They both highlighted the advantage of flexibility in terms of ability to choose their schedules and pace, tailor to the needs of their child and explore educational interest based on the children’s passion. Participant 1 stated: ‘…I always tell people that I didn't want to wake up early in the morning during my school time. Didn't like the idea of the school early morning…, but also the more serious answer to your question is tailor the education for my child’s needs’. Similarly, Participant 3 affirmed on flexibility stating: ‘Homeschooling is very flexible and we as parents can adjust our work timing and spaces while ensuring children get educated at the appropriate time suitable for me. In addition, homeschooling allows me to modify the curriculum and speed of learning to my child's unique strengths and shortcomings’. 3135 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate Meanwhile, Participant 2 also expressed that homeschooling gives the flexibility to explore topics of interest and address learning challenges at their own pace. ‘… frankly is due to the creativity in syllabus for homeschooling and flexibility that we have as homeschooling. I can adjust, adapt to meet my child halfway…. also my kids don’t need to wake up early in the morning, which they don’t like. So, homeschooling has own flexibility of time to learn, and I can cater to their needs accordingly also’ Theme 2: Discontent with traditional schooling Traditional schooling has implicitly influenced parents’ decision making to homeschool their children. Table 2 illustrates codes from verbatim transcripts that reveal the level of dissatisfaction on traditional schooling. Table 2. Responses coded on traditional schooling. Participant Codes from transcription 1 ‘Forced into learning’ ‘not relevant’ ‘no choice’ ‘no other alternative’ 2 ‘Lessons not taught as assessment’ ‘not relevant’ ‘forced’ ‘play more’ 3 ‘Play more study less’ ‘no proper teaching’ assessment doesn’t test the actual teaching’ Participant 1 also reflected on how she and her spouse attended traditional public schools as children and expressed their experiences growing up. She did not mention any negative school experiences, but she did express a desire for her children to avoid the experiences she faced during her own education. ‘Reflecting on my experience during my school days, I was being pushed into everything and anything. We were never provided an instance when we should take the time to consider all of our alternatives, but the reality was we just forced into learning even if it is irrelevant’ Participants 2 and 3 similarly echoed the dissatisfaction with traditional school syllabus where in traditional school setting, their child was reported doing more play than actual learning. Participant 2 further concerned on assessment stating: ‘The assessment required learning a certain number of things. But when I look back at the schoolbooks and homework, there were a number of things not actually being taught in the classroom’ In coherence Participant 3 was found stating: ‘More play in class, less learning, …but assessment follow syllabus?’ Theme 3: Children’s ability and disparity in classroom instructions Children’s ability was strongly one of the driving forces in parent’s decision to homeschool their children rather than setting harsh academic achievements. Findings found that many parents related that due to their socio-economic background their children never got the best early years education and hence faced various difficulties at the primary level classrooms. They were found to be more concerned if they child understood the lessons taught rather than the grades they scored. Throughout the interviews, Participant 1 highlighted the importance of tailoring education to children's interests and ability. She articulated the significance of allowing her children to explore specific interests and structuring their education within their learning ability. ‘…you know we did not have privilege to send our child to an international school from early childhood, and therefore my child has different learning abilities. She is intelligent but needs alternative teaching methods to understand a concept like video or pictures.’ Meanwhile, Participant 2’s concerns extended to the teaching method, and teachers’ preferences of students in traditional schools, accentuating the dissatisfaction with conventional educational approaches. Participant 2 added that: ‘My child has come home crying saying how the teacher ignored her while only concentrating to the high achievers and the high-status ones’ Participant 3 also has further claimed on the matter of disparity stating: 3136 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate ‘…instead of differing the teaching style to accommodate students who may be weak in certain ways, teachers only teach the good ones, ignoring others’ Adding further, Participant 3 mentioned that: ‘I am not interested in high grades, it is the learning that matters the most. This is what they need most now to be able to transfer knowledge in life later’ Theme 4: Cultural independence This study found that many parents pursued homeschooling to impart specific cultural, moral, or religious values that they believe was not be adequately supported in traditional school environments. All three parents similarly established that homeschooling permitted them to tailor education to align with their family's cultural beliefs. Table 3 illustrated codes relevant to parents’ perspectives on homeschooling due to cultural, moral, or religious values. Table 3. Parents’ perspectives on homeschooling for cultural independence. Participant Codes from transcription 1 ‘Teach Islamic way of leaving’ ‘Malay culture of living’ ‘understand to be harmonious and respectful as Malaysians’ ‘Quran teaching’ 2 ‘Hinduism and learning of Hindi language’ ‘understand the value of temple and Bhagavad Gita’ 3 ‘Buddhism values’ ‘living simple life’ ‘principles of Buddha’ Participant 3 specifically stated how homeschooling gave the opportunity to ensure the cultural independence claiming that: ‘In normal school, my child is forced to study the other religions but never Buddhism. With homeschooling, I can ensure the culture, religion and way of life of our Buddha is consistently injected’ 5. Discussion Based on the above findings, the study identified several key factors influencing the decision-making process for parents choosing to homeschool their children. These factors include flexibility and individualized learning, dissatisfaction with traditional schooling, children’s ability and disparity in classroom instructions, and importance of cultural independence. As observed, findings revealed that home environment is considered an optimal learning space, offering a high degree of flexibility in curriculum choices. Findings have shown that not only children have the freedom to complete their work at their own pace, receiving personalized instruction tailored to their individual interests, parents too were able to concentrate on their own work and balance their children’s education accordingly. This emphasis on flexibility and individualised learning was consistently evidenced by the data collected from all three respondents. The finding on flexibility and individualized learning parallels earlier research, which advocates that the adaptable nature of homeschooling allows families to create educational experiences that cater to their unique needs and preferences (Donnelly, 2018; Jolly et al., 2013; Kim Soon, 2015; Pratiwi et al., 2023; Yin et al., 2016). As pointed by this study, the flexibility enabled parents to select or design curricula that aligned with their children's interests and learning styles, facilitating a more engaging and effective educational experience. Furthermore, the ability to adjust learning pace and methods empowered students to take ownership of their education, fostering independence and critical thinking skills. Like various studies, parent in this study expressed that such personalized approach not only enhanced children’s academic performance but also promoted a more holistic development (Donnelly, 2018; Jolly et al., 2013; Mwanyumba et al., 2022; Ng et al., 2015). 3137 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate In addition, findings also discovered that discontentment in traditional school settings further influenced parents to switch to homeschooling. Many parents expressed dissatisfaction with various aspects of the public education system, including the curriculum's apparent insufficiencies, ineffective teaching methods where play is more emphasized at the primary school level, mismatch between teaching and assessment methods and imposed learning of incomprehensible materials. This dissatisfaction underscores the importance of creating educational environments that meet children’s age-appropriateness and differentiated development, which parents found can only be met with homeschooling. Findings parallels previous studies which adequately found that lack of satisfaction of traditional forms of schools has turned many parents to opt for homeschooling (Kim Soon et al., 2015; Malani, 2015; Yin et al., 2016; Rajamony,2008) More importantly however, parents of homeschooled children were highly concerned with their children's overall growth and well-being than meeting the academic standards or grades. Since the study investigated factors influencing middle income parents for selecting homeschooling for their children, there were major concerns conveyed by parents on the disparity between students’ ability and socio-economic status at public schools shown by teachers, which then led them to homeschool their children. The conclusion from this finding was parallel to that of Faizul (2022) and Mulyadi (2007) in which they stated that parents felt homeschooling allowed opportunities for materials to be selected and adjusted to the needs of children. The findings further concur with Spiegler (2017) and Green-Hennesy & Mariotti (2023) stating that parents were able to ensure their children’s needs were met and they were given equal priority. Studies have proven that when children are actively participating in learning, and are lifted from unnecessary burden, unfairness or being excluded, it impacts their learning outcomes positively (Mwanyumba et al., 2022). As on cultural independence, this study corresponds with Ahmad (2020) and Abuzandah (2020), similarly recognising that parents who chose homeschooling had definitely recognised the importance of cultural, moral, or religious values as they trust these were not being adequately addressed by the traditional school environments. Similar to Spiegler’s (2017) findings on social context for homeschooling, Hawa Rahmat et al. (2010) and Ruslina et al.’s (2012) studies further strengthened the findings of this study stating that homeschooling entitled parents to encourage familial bonding through exposing religious and social-cultural assimilation into one’s education. 6. Conclusion, Implication and Future Research This study explored several essential factors that influenced middle-income parents' decisions to homeschool their children, including the desire for flexibility and individualized learning, dissatisfaction with traditional schooling, disparities in classroom instruction, and the pursuit of cultural independence. The findings uncovered that many parents perceived the home environment as a perfect setting for education, allowing for personalized curricula that cater to their children's unique needs and interests. This adaptability not only improves academic engagement but also promotes critical thinking and autonomy among children. The dissatisfaction communicated by parents regarding traditional educational systems stressed a critical gap in the current public education framework. Issues such as curriculum inadequacies, ineffective teaching methods, and a lack of alignment between teaching and assessment practices have prompted many to seek different educational pathways. Parents' focus on their children's overall growth and well-being, rather than merely meeting academic standards, further gave emphasis to the need for educational environments that prioritize individualized learning experiences. The insights gained from this research can inform practices and policies aimed at creating more inclusive and effective educational environments. Firstly, policymakers should deliberate restructuring public education to address the concerns raised by homeschooling parents. This may mean developing curricula that are more adaptable to students' varying abilities and interests, as well as training educators in differentiated instruction and culturally responsive teaching. Secondly, to recognize and accommodate the diverse learning styles and cultural backgrounds, more adequate professional development should be given to teachers. This could enhance student and teacher engagement within traditional classrooms, potentially decreasing the trend toward homeschooling. 3138 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 3129-3139, 2024 DOI: 10.55214/25768484.v8i6.2662 © 2024 by the authors; licensee Learning Gate Further research could investigate the long-term outcomes of homeschooling compared to traditional schooling, specifically in terms of socialization, academic performance, and emotional well- being. 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