

































 
 

Parents' attitudes towards early childhood distance learning in light 

of e-learning standards during the Corona pandemic in the Al-Ahsa 

region 

Dr. Aida Theeb Mohammed 

Associate Professor - Department of Kindergarten - King Faisal University  

  

   

  

 

 

 

 

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Reem Merdas Alzmammi

Early childhood teacher – Child learning center – National guard health 

affairs, MA student At KFU

Abstract

The  study  aimed  to  identify  the  parent'  s  attitudes  towards  distance 

learning for early childhood in the light of e-learning standards during the 

Corona  pandemic  in  the  Al-Ahsa  region  through  the  following  variables 

(type  of  education,  stage  the  child  is  studying,  kinship,  type  of  school)  ,

The  two  researchers  used  a  questionnaire  consisting  of  seven  areas:

(leadership,  technology,  rehabilitation  and  support,  design,  interaction,

Justice  and  accessibility,  measurement  and  evaluation)  distributed over 

(38)  paragraphs  ,  The  study  showed  that  there  were  no  significant 

differences  due  to  the  study  variables  on  the  seven  domains,  with  the 

exception  of  the  field  of  measurement  and  evaluation  and  in  favor  of 

government  schools,  The  study  recommended  the  importance  of 

providing appropriate courses to develop the technological efficiency for 

students, parents and teachers on an ongoing basis to keep abreast of the 

latest developments in the crisis.

Keywords: e-learning, e-learning standards, early childhood stage.



 
 

Introduction 

The Corona pandemic imposed many challenges on the education 

systems in most countries of the world, which led to the closure of 

schools and universities and the suspension of studies in attendance, 

Therefore, these countries resorted to the second option, which is distance 

education, to ensure the continuity and management of the teaching and 

learning process Distance education in the Kingdom of Saudi Arabia 

plays an essential role in the life and culture of Saudi society Through its 

application of the national standards for e-learning in the Kingdom These 

standards are a document and guide for controlling the quality of e-

learning in schools and public education institutions in the Kingdom of 

Saudi Arabia, as it is a means of measuring the practices applied by 

educational institutions in the Kingdom and determining the degree of 

achieving these standards. 

The Adteck team on education affairs of the World Bank confirmed that 

distance education is the best method of education during the Corona 

pandemic for all educational materials and at all stages, which provides 

advantages that drive the continuity of education and improve the 

learner’s attitudes towards the educational situation (World Bank Edteck 

Teem, 2020: 5- 10). 

In this regard, (UNESCO, 2020) indicated that the goal of using 

technology and communication must achieve the goals of education, and 

for this to be achieved, standards and indicators must be provided to 

measure the quantity and quality of outputs that will be achieved by 

distance education. 

Daradkeh (2013) indicates that the success of the educational process and 

its fulfillment of its mission depends on its organic association with the 

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institutions of society, especially the family, because one of its duties is to 

carry out effective activities to build a close relationship with parents. 

The success of distance education is not limited to teachers, students and 

those in charge of the educational process, so the views of students’ 

parents must be integrated as they are the most important elements of the 

educational process (Leontyeva, 2018). 

David et al. 2020 confirms that despite the opportunities and benefits 

offered by distance education during the Corona pandemic, the (Covid-

19) crisis created obstacles as a result of the use of distance education 

platforms, and the most prominent of these obstacles :Difficulty in 

measuring the results of distance learning due to the poor management of 

it remotely in addition to the slow progress of students in educational 

curricula, especially primary school students and students with low 

achievement and internet outageThe disparity in financial capabilities 

among students’ parents to secure portable computer devices for their 

children or the Internet for each individual in light of the low financial 

income and weak technological skills for some parents, teachers and 

studentsDavid added that among the obstacles are also the distractions in 

the home that surround the learner during the distance learning process, 

and the lack of some learners' sense of responsibility and seriousness 

towards this type of education because it adds new tasks and the difficulty 

of matching them to all curricula in this type of education. 

The distance education pattern came with a decision by the Saudi 

authorities, at the beginning of the Corona pandemic 

The Saudi Ministry of Education announced that, in accordance with the 

preventive and precautionary measures recommended by the competent 

health authorities in the Kingdom of Saudi Arabia, as part of its tireless 

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efforts to control the new Corona virus (COVID19) and prevent its entry 

and spread. 

And based on the concern to protect the health of male and female 

students and the educational and administrative staff in public and 

university education and to ensure their safety. It was decided to 

temporarily suspend the study in all regions and governorates of the 

Kingdom, starting from Monday, Rajab 14, 1441 AH, until further notice, 

the decision included schools and institutions of public, private and 

university education, and the General Organization for Technical and 

Vocational Training, both governmental and private. 

The Minister of Education in the Kingdom of Saudi Arabia directed the 

activation of virtual schools and distance education during the suspension 

period, in order to ensure the continuation of the educational process in 

an effective and quality manner, as the competent committee in the 

Ministry decided to follow up on the developments of the Corona virus, 

according to the following: 

- Supervising offices begin their work during the suspension period to 

follow up the educational process, coordinate distance education 

procedures, and respond to parents’ inquiries. 

- Ensuring the functioning of the virtual school during the suspension 

period through the means of distance learning provided by the Ministry of 

Education, through the virtual school platform (Vschool.sa), and the use 

of digital enrichment materials through the website and application 

located in the App Store for Apple and Android under the name (Unified 

Education System).  

- Providing lessons for all academic levels asynchronously, through the 

Ain TV. Channel. 

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Universities, the General Organization for substantive and Technical 

Training and the National Center for E-Learning complete the 

requirements for distance education for all male and female students. 

Currently, the Saudi authorities have announced arrangements for the Re-

education in schools and universities for the academic year 2021-2022. 

after the Ministry of Education agreed with the Ministry of Health, it 

approved a plan for the return of education, which includes four basic 

points, to ensure the continuation of the educational process in line with 

the requirements of public safety in light of the Corona pandemic. 

The arrangements stipulate that faculty members will return “to 

workplaces in schools, colleges, universities, institutes and vocational 

training institutions,” and they will have to take full doses of Corona 

vaccines, which will be a requirement to enter these buildings, and this 

will be confirmed using the “Tawakulna” and “tabaudna” applications, as 

the health safety of students will be required before they return to the 

study seats. 

Study problem and questions: 

After the Kingdom of Saudi Arabia took several precautionary measures 

to combat the spread of the Corona virus and confront the education 

system to the great challenge that led to the launch of distance education 

programs despite the refusal and opposition of some parents to use 

distance education despite the advantages achieved by this system in 

addition, the conditions of the spread of the epidemic did not allow the 

Education Department to hold training courses to help parents deal with 

this system and to clarify the idea that this system is suitable for all 

educational materials and stages, including early childhood . From here 

emerged the problem of the current study, which came to identify the 

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reality of distance education for early childhood in the light of e-learning 

standards during the Corona pandemic from the point of view of parents, 

and to assess the quality of this education through the capabilities and 

technologies that the Kingdom provides to its schools, through : 

Answer the following study questions: 

1- What are the attitudes of parents towards distance learning for early 

childhood in light of e-learning standards during the Corona pandemic in 

the Al-Ahsa region? 

2- Are there any statistically significant differences at the significance 

level (α ≥ 0.05) between the averages of the parents' responses. Attributed 

to the variables of the study (type of education: diploma and less, 

Bachelor's, postgraduate studies, stage taught by the child: kindergarten, 

primary grades. kinship: mother, father, other. School type: government 

education, private education)? 

Study Objectives: 

 The current study sought to achieve the following objectives : 

1- Identifying parents’ attitudes towards distance learning for early 

childhood in light of e-learning standards during the Corona pandemic in 

the Al-Ahsa region. 

2- To identify the differences between the average responses of parents of 

children in early childhood that are attributed to the study variables (type 

of education: diploma or less, bachelor’s, postgraduate studies, stage 

taught by the child: kindergarten, primary grades. Kinship: mother, 

father, other School type: public education, private education. 

 

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The importance of studying 

The importance of the current study is as follows: 

- The importance of this study comes from the importance of the subject. 

Knowing the reality of the quality of distance education for early 

childhood in the light of e-learning standards in the Kingdom of Saudi 

Arabia constitutes the actual knowledge of this type of education and for 

this important stage of education, which is a basic stage in the educational 

ladder , In addition to the desire of the two researchers to communicate 

the views of the study sample to officials and decision-makers based on 

the development of the educational process, and it is hoped that the 

results of this study will benefit teachers and researchers about the 

efficiency of this distance education system. The two researchers hope 

that this study will constitute a cognitive and theoretical addition in the 

field of distance education in early childhood stage. 

Procedural terms and definitions 

Quality of education: It is the process that aims to improve the 

educational process and achieve a qualitative leap through By applying a 

package of educational procedures and systems and documentation of the 

various educational programs, so that this improvement in the educational 

process is done by raising the different levels of students, and the quality 

of education is not limited to students only, It also includes different 

aspects such as the teacher, the curriculum, the school community and the 

surrounding environment. Amer (2014). 

The two researchers define the quality of education procedurally: it is a 

set of standards, procedures and decisions whose implementation aims to 

improve the educational environment, and it is a reference for controlling 

the quality of aspects of education and e-training. 

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These standards include educational institutions and the conditions of 

individuals who have a direct or indirect relationship with the educational 

system,It is measured by the degree that the respondent obtains on the 

study tool consisting of the following areas: (leadership, technology, 

rehabilitation and support, design, interaction, Justice and accessibility, 

measurement and evaluation). 

Distance education: It is a modern educational system and style that 

focuses on providing educational opportunities to learners through 

educational means, technologies and platforms available on the Internet 

and modern technologies supported by audio, video and printed data 

(Bozkurt, 2019). 

E-Learning Standards: It is a document issued by the National Center 

for E-Learning and represents a guide for controlling the quality of e-

learning. It includes two sections: Standards for entities, which include 

standards for leadership, technology, qualification and support, and 

consists of 28 sub-standards.The second section is program standards, 

and it consists of four standards: design, interaction, justice, accessibility, 

measurement and evaluation. (National Center for E-Learning, 2020). 

Previous studies 

The two researchers dealt with studies related to the subject, which are: 

- Al-Enezi study (2020), which aimed to identify the attitudes of parents 

towards the role of the distance learning system in teaching Arabic to 

students of foreign private schools during the Corona crisis in the State of 

Kuwait,the researcher used the questionnaire as a tool for the study, and 

the study sample consisted of (273) parentsthe results indicated that there 

were differences between parents' attitudes due to the kinship variable 

and in favor of the mothers, and there were no significant differences due 

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to the educational level variable and the stage in which the child was 

studying. 

- Abu Ababa study (2020), which sought to evaluate the experience of the 

Kingdom of Saudi Arabia in distance education in light of the Corona 

pandemic from the parent's point of view in the city of Riyadh,the 

researcher used the descriptive analytical method and the questionnaire as 

a tool to collect data from a sample of (310) parents, and the results 

indicated that the distance learning experience was successful and came 

to a high degree. 

- Malkawi study (2020), which aimed to identify the reality of distance 

education and its challenges in Jordan during the Corona pandemic from 

the parent's point of view, and the study sample reached (135) parents, 

the study used the descriptive analytical method and the questionnaire as 

a tool for the study, the results indicated that the reality of distance 

education during the Corona pandemic from the parents' point of view 

came to a medium degree, and there were no significant differences due 

to a variable related to kinship. 

- The study of Al-Maliki, Haifa, Daghestani, Balqis (2020), which aimed 

to identify the role of electronic educational platforms in the professional 

growth of kindergarten teachers. The descriptive survey method was used 

to answer the questions of the study.. The sample size was (205) 

kindergarten teachers. the study found that kindergarten teachers' practice 

of electronic platforms amounted to (87.2%) when providing a flexible 

learning environment and using more than one way to display 

information , The study also showed that there are obstacles in the 

teachers' use of electronic platforms, including the lack of financial 

resources, the weakness of the Internet within the school, the large 

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number of tasks and roles of the supervisory teacher, and the weakness of 

special training programs. 

- Foti study (Foti, 2020) aimed at exploring perceptions, possibilities and 

limitations related to the implementation of distance education in 

kindergartens during the Corona pandemic period, and the study used the 

questionnaire as a tool for data collection , The results indicated that the 

teachers responded to apply of distance education in order to maintain 

communication with their students, and to respond to helping the Greek 

family in educating its children. 

- The study of Basilaia and Kvadza (2020), which aimed to identify the 

attitudes and opinions of parents towards the rapid transition to distance 

education in the State of Georgia , The study used the analytical inductive 

method, and the study sample consisted of (950) students and parents, 

and the results indicated that the attitudes of students and their parents 

towards the use of distance education during the Corona crisis were 

successful and constitute a precedent for overcoming educational 

obstacles during this pandemic, and the results also showed that the most 

prominent Obstacles to this method of education is the children's feeling 

of boredom while receiving their lessons. 

- Swed&Jihan Study (2020) 

The study aimed to know the reality of distance education in light of the 

spread of the Corona virus and its impact on parents of school students , 

The researcher used the documentary descriptive approach by analyzing 

the events of the pandemic and its most important data. The researcher 

concluded that the psychological impact of the pandemic on parents was 

very large, as many parents do not prefer to continue distance education 

regardless of the side effects.The study also concluded that continuous 

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educational support must be provided to parents to ensure the success of 

the educational process. The researcher recommended the importance of 

holding encouraging training courses for parents before starting e-

learning, in addition to the need to pay attention to the sector of parents 

and work to reduce the burden on them. Finally, the researcher 

recommended the importance of continuing distance education even after 

the return of in-person education to ensure the continuation of the 

educational process at any time. 

- The study of Al-Qahtani, Amal, Al-Shehhi, Hayat, Bin Nasser, Alia, 

Embassy, Azza (2020) 

The study aimed to know the motivation and its role in activating the 

distance learning process among basic education students in light of the 

Corona pandemic from the point of view of parents and teachers.The 

researchers used the descriptive analytical approach on a sample of (330), 

and the study reached the satisfaction of parents with regard to the quality 

of education during the Corona pandemic and that teachers' keenness to 

communicate and interact with students during distance education and 

provide them with feedback increases their educational levels.Finally, the 

study recommended the generalization of the trend using distance 

education after the end of the pandemic, in addition to the presence 

education, and the need for continuous communication between the 

teacher and parents to increase their involvement in the education 

process, in addition to providing intensive training for both the teacher 

and the guardian in communicating via electronic platforms. 

- The Qur’an study (2021), which aimed to identify the reality of e-

learning in light of the Corona pandemic among Riyadh children from the 

teachers' point of view in the Directorate of Education in Irbid 

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Governorate – Jordan and to achieve the objectives of the study, the 

researcher used the questionnaire as a tool for collecting data from a 

sample of (211) teachers who were selected by the simple random 

method , And the results showed that the estimates of the reality of e-

learning in light of the Corona pandemic in kindergartens from the 

teachers' point of view in the Directorate of Education in Irbid 

Governorate - Jordan came to a medium degree, the results also indicated 

that there are differences due to the type of kindergarten and in favor of 

private kindergartens, and there are differences due to the educational 

qualification variable and in favor of higher studies. 

- Timmons, Cooper, Bozek&Braund, 2021which aimed to identify the 

impact of the Covid-19 epidemic in early childhood on e-learning, and 

the qualitative approach was used to answer the questions of the study , 

The study concluded that parents see themselves as having clearly 

improved in dealing with technology and smart devices. The results also 

showed that there are great concerns from parents about the lack of 

fairness and justice in e-learning among children,In addition to the lack of 

resources and sometimes the lack of internet, the study recommended that 

both parents and teachers should receive training in the use of technology 

before reopening schools, in addition to activating the community 

partnership between companies and other institutions.The study also 

recommended that children who are slow to learn should be given 

additional lessons to avoid any problem in learning and to achieve justice 

among children. 

Method and Procedure 

Study Approach 

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The two researchers adopted the descriptive approach using a 

questionnaire. 

study population and sample 

The study population consisted of all parents of children in early 

childhood in Al-Ahsa region. 

The study sample 

The study was applied to a random sample of (130) individuals from the 

parents of children in the kindergarten and primary grades who are 

enrolled in early childhood schools and kindergartens for the study year 

1442-1443 AH, and table (1) shows the study sample 

number level Variable 

21 
Diploma and less the level 

89 
Bachelor 

20 
Postgraduate 

52 
Kindergarten Stage 

78 
Primary classes 

94 
Mother Kinship 

14 
Father 

22 
Other 

87 
government education School 

43 private education 

study tool 

In order to achieve the objectives of the current study, the two researchers 

designed the questionnaire with reference to the theoretical literature and 

e-learning standards in the Kingdom of Saudi Arabia. The questionnaire 

consisted of two parts:The first relates to the primary data of the study 

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sample members: (educational level, educational stage, kinship 

relationship, and type of education) distributed over seven areas: 

(leadership, technology, rehabilitation and support, design, interaction, 

Justice and accessibility, measurement and evaluation).The questionnaire 

items were designed according to the five-point Likert scale (strongly 

agree, 4 agree, 3 neutral, 2 disagree, 1 strongly disagree) and the study 

adopted the following weights (3,68-5) high, (3.67-2,34) medium, (2,33-

1) is weak. 

The validity of the study tool 

First: The sincerity of the arbitrators 

To achieve the validity of the tool, the two researchers designed the 

questionnaire electronically and sent it to a number of arbitrators 

specialized in the field of early childhood, curricula, teaching and 

educational techniques , Based on what the arbitrators agreed upon, the 

two researchers reformulated some paragraphs and modified them so that 

the study tool consisted of (38) paragraphs distributed over 7 areas. 

Second: Structural validity “consistency validity:” 

Consistency validity: 

The study tool was applied to an exploratory sample from outside the 

study sample consisting of (25) from outside the study sample, and the 

Pearson correlation coefficient was calculated between the paragraph and 

the total score of the domain to which it belongs, and between the 

paragraph, the field, the total degree, and the table (2) shows that: 

 

Table (2) 

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Pearson correlation coefficient between the paragraph and the total score 

for the domain to which it belongs, and between the item, the domain and 

the total score 

Statistical 
significance 

Pearson's 
correlation 
coefficient, item 
and domain, with 
the total score 

Statistical 
significance 

Pearson's 
paragraph-to-
domain 
correlation 
coefficient 

Domain - Paragraphs  

.000 .733**   Leadership  

.003 .576** .000 .688** 

My child's school follows the e-learning 

strategy approved by the competent 

authorities 

1 

.001 .601** .000 .834** 

My child's teacher strives to update 

content and activities without violating 

national laws and policies 

2 

.006 .536** .000 .845** 

My child's teacher uses e-learning 

applications efficiently to help the learner 

achieve international learning standards. 

3 

.001 .621** .000 .863** 

My Child's Teacher provides student-

centered learning opportunities in line 

with modern educational philosophies. 

4 

.010 .503* .000 .749** 

My child's teacher uses multiple 

measurement tools to measure learners' 

progress. 

5 

.012 .493* .001 .612** 

My child's teacher sets the exact time plan 

for all the steps that the learner is expected 

to carry it out. 

6 

.012 .496* .001 .634** 

My child's teacher adheres to the 

comprehensive assessment criteria for 

distance learning. 

7 

.000 .885**   
Technology  

.000 .796** .000 .865** 

My child's school provides in its 

electronic system the electronic alert 

feature to constantly alert learners 

8 

.000 .731** .000 .913** 

The teacher encourages my child to use 

the e-learning system through his smart 

phone. 

9 

.000 .685** .000 .757** 

My child's teacher is keen to follow the 

interaction of learners to obtain data 

through the distance education system. 

10 

.000 .731** .000 .899** 
My child's teacher uses the right app for 

slow learners. 

11 

.007 .525** .000 .739** 

My child's teacher carries out the 

appropriate and required tests through the 

distance learning system. 

12 

.001 .629** .013 .489* 
My child's teacher is keen on how to 

securely enter the distance learning system 

13 

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.000 .762** .000  
Rehabilitation and support  

.000 .662** .000 .885** 

My child's teacher encourages me to take 

advantage of parenting programs in the 

use of technology and distance learning 

skills. 

14 

.000 .722** .000 .946** 

Educational institutions provide training 

for me in the use of technology and e-

learning platforms. 

15 

.000 .723** .000 .935** 

My child's teacher encourages my child to 

provide appropriate technical and 

educational assistance throughout the 

learning process. 

16 

.000 .901**   
the design  

.000 .725** .000 .794** 
My child's teacher is keen to keep the 

goals of electronic content clear. 

17 

.000 .679** .000 .787** 
My child's teacher adheres to the universal 

design standards for electronic content. 

18 

.000 .756** .000 .784** 
My child's teacher breaks the content into 

small, reusable pieces. 

19 

.000 .679** .000 .736** 

My child's teacher provides electronic 

content in various forms (texts, 

presentations, audio materials, etc.(. 

20 

.000 .715** .000 .801** 

My child's teacher prepares the content in 

different designs in terms of colour, shape 

and size, which reduces effort. 

21 

.000 .745** .000 .810** 

My child's teacher presents the electronic 

educational content in an organized 

manner and easy to navigate between its 

parts. 

22 

.000 .726** .000 .849** 

My child's teacher is keen on evaluating 

the learners and adding comments on the 

educational content of the electronic 

course. 

23 

.000 .692**   
Interaction  

.012 .496* .001 .641** 

My child's teacher encourages him to help 

him read instructions on how to start using 

the e-learning system and enter the 

lessons. 

24 

.000 .796** .000 .797** 

My child's teacher sets the timelines for all 

the steps that learners are expected to 

perform for each electronic unit. 

25 

.011 .498* .000 .917** 
My child's teacher is always keen to 

answer learners' inquiries. 

26 

.000 .679** .007 .529** 

My child's teacher provides feedback to 

learners on tasks completed on an ongoing 

basis. 

27 

.002 .593** .000 .814** 

My child's teacher employs self-

assessment techniques for learners to 

check their progress. 

28 

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* Statistical significant at the significance level (0.05). 

** Statistical significant at the level of significance (0.01). 

It is clear from Table (2) that the values of the Pearson correlation 

coefficients between the paragraphs of the questionnaire and the total 

degree of the domain to which it belongs are statistically significant at the 

significance level (0.01) or (0.05), and this indicates that all the 

questionnaire statements have a degree of sincerity, which indicates that 

the validity of the tool for measuring what it was prepared for. 

.011 .498* .000 .917** 

My child's teacher employs methods to 

measure learners' interaction and 

engagement during the educational 

presentation. 

29 

.000 .797**   
Justice and accessibility  

.029 .437* .000 .948** 

My child's teacher helps me possess the 

minimum knowledge, technical skills and 

competencies required to pursue my child 

in e-learning 

30 

.000 .715** .000 .757** 

The distance learning system provides my 

child with access to all programs that 

serve the learning and education process 

31 

.013 .489* .000 .745** 

The distance learning system provides my 

child with easy techniques and ways to 

obtain them 

32 

.027 .441* .000 .871** 

The distance learning system allows the 

presentation of electronic content in 

multiple audio-visual ways 

33 

.000 .697**   
Measurement and Evaluation  

.001 .605** .000 .807** 

My child's teacher employs learning 

measurement tools that are appropriate to 

the activities and resources of electronic 

content. 

34 

.001 .623** .000 .868** 
Learning system shows distance degrees 

policy evaluation of electronic courses. 

35 

.006 .536** .000 .909** 

My child's teacher sets descriptive criteria 

associated with the grading policy for 

evaluate learner performance. 

36 

.001 .621** .000 .849** 

The distance learning system provides a 

mechanism to measure the degree of 

beneficiaries' satisfaction with the e-

learning style of providing the material. 

37 

.006 .536** .000 .760** 

I have the opportunity to evaluate the 

electronic courses that my child is 

constantly studying. 

38 

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Stability: 

To calculate the values of the scale stability coefficient, the researcher 

applied the questionnaire to the Survey Sample consisting of (25), and the 

values of the reliability coefficient were calculated using Cronbach's 

alpha coefficient. Cronbach's Alpha and Table No. (3) show the stability 

coefficients of the tool fields and the total degree of the tool: 

Table (3)  

Cronbach's alpha stability coefficients for the domains of the early 

childhood distance education quality questionnaire in the Kingdom of 

Saudi Arabia from the parents' point of view and the total 

Cronbach's alpha stability coefficients The Domain 

0.87 Domain One: Leadership 

0.86 Domain Two: Technology 

091 Domain Three: Rehabilitation and 

Support 

0.90 Fourth Domain: Design 

0.84 Fifth Domain: Interaction 

0.82 Domain Six: Justice and 

accessibility 

0.89 Seventh Domain: Measurement and 

Evaluation 

0.96 Total marks 

 

It is clear from Table (3) that the stability coefficient of the quality of 

distance education questionnaire for early childhood in the Kingdom of 

Saudi Arabia from the parents' point of view was (0.96), and the stability 

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coefficients on the domains ranged (0.82 -0.91), which indicates that the 

tool has high stability. 

Statistical methods: 

To answer the study questions, the researcher used a number of statistical 

methods to apply them in the SPSS statistical analysis program version 

(23) where it was extracted: 

Arithmetic mean, and standard deviations to answer the first question, 

and analysis of variance was used to answer the second question. 

The results of the arithmetic mean value were interpreted in a scale 

according to the five-point scale that was used in the current study: 

- The range is calculated, 5-1=4 

- The category length is calculated by dividing the range by the number 

of categories according to the category length 4/5 = 80, 0 

1 to less 1.80---very weak, 1.80 to less than 2.60 a few, 2.60 to less than 

3.40 medium, 3.40 to less than 4.20 large, 4.20 to 5.00 very large. 

Study results 

The results of the first question: What are the attitudes of parents 

towards distance learning for early childhood in light of e-learning 

standards during the Corona pandemic in the Al-Ahsa region? 

To answer this question, the arithmetic mean and standard deviations of 

parents' attitudes towards distance learning for early childhood were 

extracted in the light of e-learning standards during the Corona pandemic 

in the Al-Ahsa region, and Table (4) shows this: 

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Table (4):Arithmetic mean and standard deviations of parents' attitudes 

towards distance learning for early childhood in the light of e-learning 

standards during the Corona pandemic in the Al-Ahsa region 

Degree  standard 
deviations  

Arithmetic 
mean  

Domain – Paragraphs #  

large 
.788 4.06 

Leadership   

Very large 

1.034 4.22 

My child's school follows the e-learning 
strategy approved by the competent 
authorities 

1  

Very large 

.775 4.42 

My child's teacher strives to update content 
and activities without violating national 
laws and policies 

2  

large  

1.004 4.02 

My child's teacher uses e-learning 
applications efficiently to help the learner 
achieve international learning standards. 

3  

Large  

1.062 3.94 

My Child's Teacher provides learner-
centered learning opportunities in line with 
modern educational philosophies. 

4  

large 

1.057 3.88 

My child's teacher uses multiple 
measurement tools to measure learners' 
progress. 

5  

Large 

1.000 4.01 

My child's teacher sets the exact time plan 
for all the steps that the learner is expected 
to carry out. 

6  

Large 

1.041 3.97 

My child's teacher adheres to the 
comprehensive assessment criteria for 
distance learning. 

7  

Large 
.837 3.89 

Technology   

Large 

1.194 3.64 

My child's school provides in its electronic 
system the electronic alert feature to 
constantly alert learners 

8  

Large 
1.147 3.82 

The teacher encourages my child to use the 
e-learning system through his smart phone. 

9  

Large 

.980 4.00 

My child's teacher is keen to follow the 
interaction of learners to obtain data 
through the distance education system. 

10  

Large 
1.106 3.58 

My child's teacher uses the right app to deal 
with slow learners 

11  

large 

.996 4.08 

My child's teacher carries out the 
appropriate and required tests through the 
distance learning system. 

12  

Very large 
.894 4.23 

My child's teacher is keen on how to 
securely enter the distance learning system 

13  

Very large  
.951 3.72 

Rehabilitation and support   

Large 1.110 3.71 

My child's teacher encourages me to take 
advantage of parenting programs in the use 
of technology and distance learning skills. 

14  

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Large 1.194 3.43 

Educational institutions provide training for 
me in the use of technology and e-learning 
platforms. 

15  

Large .980 4.02 

My child's teacher encourages my child to 
provide appropriate technical and 
educational assistance throughout the 
learning process. 

16  

Large .795 4.08 
the design   

Large .972 4.03 
My child's teacher is keen to keep the goals 
of electronic content clear. 

17  

Large .946 3.94 
My child's teacher adheres to the universal 
design standards for electronic content. 

18  

Large .910 4.04 
My child's teacher breaks the content into 
small, reusable pieces. 

19  

Very large .940 4.22 

My child's teacher provides electronic 
content in various forms (texts, 
presentations, audio materials, etc.(. 

20  

Large .885 4.18 

My child's teacher prepares the content in 
different designs in terms of color, shape 
and size, which reduces effort. 

21  

Very large .798 4.25 

My child's teacher presents the electronic 
educational content in an organized manner 
and easy to navigate between its parts. 

22  

Large 1.076 3.92 

My child's teacher is keen on evaluating the 
learners and adding comments on the 
educational content of the electronic course. 

23  

Large .796 4.11 
Interaction   

Large .984 4.09 

My child's teacher encourages him to help 
him read instructions on how to start using 
the e-learning system and enter the lessons. 

24  

Large .898 4.08 

My child's teacher sets the timelines for all 
the steps that learners are expected to 
perform for each electronic unit. 

25  

Large .973 4.15 
My child's teacher is always keen to answer 
learners' inquiries. 

26  

Large .913 4.18 

My child's teacher provides feedback to 
learners on tasks completed on an ongoing 
basis. 

27  

Large .995 4.05 

My child's teacher employs self-assessment 
techniques for learners to check their 
progress. 

28  

Large .915 4.12 

My child's teacher employs methods to 
measure learners' interaction and 
engagement during the educational 
presentation. 

29  

Large .908 3.93 
Justice and accessibility   

Large 1.028 3.85 

My child's teacher helps me possess the 
minimum knowledge, technical skills and 
competencies required to pursue my child 
in e-learning 

30  

Large 1.036 3.89 
The distance learning system provides my 31  

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- It is clear from Table (4) that the attitudes of parents towards distance 

learning for early childhood in the light of e-learning standards during the 

Corona pandemic in the Al-Ahsa region came to a large extent with an 

arithmetic mean(3.97) and a standard deviation (0.746) the two 

researchers attribute this to the fact that distance education was the best 

solution taken by the state after the concerted efforts of several official 

bodies and the setting up of a huge budget in order to reach the desired 

goals, continue the learning process, and address the effects that resulted 

from the Corona pandemic that prevented students from continuing their 

presence learning , as well as the keenness of parents to invest time and 

capabilities and continue their children to the process of learning and 

education. 

child with access to all programs that serve 
the learning and education process 

Large .992 3.99 

The distance learning system provides my 
child with easy techniques and ways to get 
them 

32  

Large 1.045 3.98 

The distance learning system allows the 
presentation of electronic content in 
multiple audio-visual ways 

33  

Large .938 3.78 
Measurement and Evaluation   

Large .922 4.05 

My child's teacher employs learning 
measurement tools that are appropriate to 
the activities and resources of electronic 
content. 

34  

Large 1.089 3.85 
The distance learning system clarifies the 
electronic course evaluation score policy. 

35  

Large .965 3.92 

My child's teacher sets descriptive criteria 
associated with the grading policy for 
evaluating learner performance. 

36  

Large 1.288 3.57 

The distance learning system provides a 
mechanism to measure the degree of 
beneficiaries' satisfaction with the e-
learning style of providing the material. 

37  

Large 1.307 3.51 

I have the opportunity to evaluate the 
electronic courses that my son is constantly 
studying. 

38  

Large .746 3.97 
total degree   

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This study agreed with the study of Basilaia and Kvavadza (2020), and 

the study of Al-Enezi (2020), which emphasized the keenness of parents 

to follow up their learning through distance learning systems, and the 

interaction field ranked first with an arithmetic mean(4.11) and a standard 

deviation (0.796). ) and to a large extent ,The two researchers attribute 

this to the fact that teachers have an effective role in accustoming the 

child and the family to electronic education and providing all possible 

means of communication between the family and the school. This study 

agreed with the study of Al-Qahtani, Amal, Al-Shehhi, Hayat, Bin 

Nasser, Alia, Embassy, Azza (2020). which confirmed the teachers' 

keenness to communicate and interact with students during distance 

education and provide them with feedback.  

. The design domain ranked second with an arithmetic mean(4.08) and a 

standard deviation (0.795) with a significant degree, and the leadership 

domain ranked third with an arithmetic mean(4.06) and a standard 

deviation (0.788) with a significant degree, The domain of Justice and 

accessibility ranked fourth with an arithmetic mean(3.93) and a standard 

deviation (0.908) and with a significant degree, and the field of 

technology ranked fifth with an arithmetic mean(3.89) and a standard 

deviation (0.837) with a significantIt also ranked sixth in the field of 

measurement and evaluation with an arithmetic mean(3.78) and a 

standard deviation (0.938) with a significant large degree, and in the 

seventh and last rank, the field of rehabilitation and support got an 

arithmetic mean(3.72) and a standard deviation (0.951) with a significant 

degree.Although the field of rehabilitation and support ranked last, it 

came to a large degree,The two researchers attribute this to the fact that 

all standards were of a high degree of importance from the point of view 

of parents, as well as from the point of view of those responsible for the 

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learning process who set these standards that contribute to achieving 

quality and competitiveness. 

The results of the second question: 

Are there statistically significant differences at the significance level 

=( = 0.05) in the responses of the study sample members about the 

attitudes of parents towards distance learning for early childhood in the 

light of e-learning standards during the Corona pandemic in the Al-Ahsa 

region according to the variables of type of education, educational stage, 

Kinship, type of school? 

In order to answer this question, the arithmetic mean and standard 

deviations of the responses of the study sample members about parents’ 

attitudes towards distance learning for early childhood were extracted in 

the light of e-learning standards during the Corona pandemic in the Al-

Ahsa region according to the variables of type of education, educational 

stage, kinship, school type and schedule. (5) Shows that: 

Table (5): Averages and standard deviations of parents' attitudes towards 

distance learning for early childhood in the light of e-learning standards 

during the Corona pandemic in Al-Ahsa region according to the variables 

of type of education, educational stage, kinship, and type of school 

total degree  Leadership  Technology  Rehabilitation 

and support  

design  Interaction  Justice   Measurement 

and 

Evaluation  

Category  variable  

x σ 

 x 

σ 

 x 

σ 

 x 

σ 

 x 

σ 

 x 

σ 

 x 

σ 

 x 

σ 

3.92 .763 3.99 1.02 3.83 .837 3.59 .999 3.99 .752 4.04 .732 3.93 .690 3.86 .904 
Diploma 

and less 

education level 

3.96 .772 4.06 .756 3.88 .857 3.71 .968 4.07 .833 4.11 .798 3.88 .995 3.76 1.006 
Bachelor 

4.08 .622 4.16 .670 4.02 .774 3.88 .840 4.21 .669 4.18 .885 4.16 .660 3.75 .645 
Postgraduat

e 

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3.96 .675 4.03 .827 3.82 .805 3.65 .832 4.15 .655 4.15 .776 3.96 .884 3.72 .881 
Kindergarte

n 

educational 

stage 

3.97 .793 4.08 .764 3.94 .859 3.76 1.026 4.04 .877 4.09 .814 3.91 .928 3.82 .978 
primary 

classes 

3.98 .769 4.09 .780 3.92 .857 3.80 .934 4.06 .814 4.09 .830 3.95 .897 3.78 .970 
Mother kinship 

4.08 .610 4.04 .734 4.07 .724 3.74 .583 4.30 
1.04

7 
4.27 .524 4.02 .600 3.90 .709 

Father 

3.84 .732 3.95 .876 3.64 .799 3.35 .917 4.02 .859 4.13 .782 3.80 1.11 3.69 .950 
Other 

4.04 .755 4.11 .768 3.93 .828 3.80 .921 4.12 .812 4.18 .821 4.00 .924 3.95 .929 

governmental 

 

School type 

3.82 .714 3.96 .824 3.81 .858 3.55 1.0 4.00 .762 3.97 .734 3.79 .868 3.43 .864 

Private  

 

It is evident from Table (5) a difference in the arithmetic mean of the 

responses of the study sample members to the attitudes of parents towards 

distance learning for early childhood in the light of e-learning standards 

during the Corona pandemic in the Al-Ahsa region according to the 

variables of type of education, educational stage, kinship, type of school 

and to indicate the significance Differences between arithmetic mean, 

analysis of variance was used, and table (6) shows that: 

Table (6): Analysis of variance of parents' attitudes towards distance 

learning for early childhood in the light of e-learning standards during the 

Corona pandemic in Al-Ahsa region according to the variables of type of 

education, educational stage, kinship, and type of school 

statistically 

significant F value 

Mean squares 

(MS) Df 

Sum of 

squares (ss) the Domain 

Source of 

Variance 

.719 .330 .210 2 .420 Leadership Level  

.662 .414 .293 2 .585 Technology 

.494 .709 .630 2 1.260 Rehabilitation and Support 

.551 .599 .384 2 .768 Design 

.737 .306 .197 2 .394 Interaction 

.363 1.023 .851 2 1.702 Justice and accessibility 

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.863 .148 .126 2 .251 
Measurement and 

Evaluation 

.634 .458 .257 2 .515 Total marks 

.952 .004 .002 1 .002 
Leadership Stage  

.488 .483 .342 1 .342 Technology 

.793 .069 .061 1 .061 Rehabilitation and Support 

.294 1.109 .711 1 .711 Design 

.356 .859 .554 1 .554 Interaction 

.547 .365 .304 1 .304 Justice and accessibility 

.730 .119 .102 1 .102 
Measurement and 

Evaluation 

.737 .113 .064 1 .064 Total degree  

.662 .414 .264 2 .527 
Leadership Kinship  

.229 1.493 1.056 2 2.112 Technology 

.090 2.451 2.178 2 4.357 Rehabilitation and Support 

.581 .545 .349 2 .699 Design 

.789 .238 .153 2 .307 Interaction 

.705 .350 .291 2 .582 Justice and accessibility 

.753 .284 .242 2 .484 
Measurement and 

Evaluation 

.581 .545 .306 2 .613 Total degree 

.243 1.377 .877 1 .877 Leadership School 

.461 .547 .387 1 .387 Technology 

.109 2.602 2.313 1 2.313 Rehabilitation and Support 

.251 1.333 .855 1 .855 Design 

.112 2.567 1.655 1 1.655 Interaction 

.112 2.563 2.132 1 2.132 Justice and accessibility 

.003 9.282 7.898 1 7.898 
Measurement and 

Evaluation 

.088 2.949 1.658 1 1.658 Total degree 

  .637 123 78.323 
Leadership The error 

  .707 123 86.992 
Technology 

  .889 123 109.318 Rehabilitation and Support 

  .641 123 78.873 Design 

  .645 123 79.295 Interaction 

  .832 123 102.314 Justice and accessibility 

  .851 123 104.661 
Measurement and 

Evaluation 

  .562 123 69.163 Total degree 

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   130 2225.653 
Leadership Total 

   130 2058.583 Technology 

   130 1913.778 Rehabilitation and Support 

   130 2246.898 Design 

   130 2280.778 Interaction 

   130 2112.938 Justice and accessibility 

   130 1967.880 
Measurement and 

Evaluation 

   130 2118.571 Total degree 

 

Education level variable: 

Table (6) shows that there are no statistically significant differences for 

parents' attitudes towards distance learning for early childhood in the 

light of e-learning standards during the Corona pandemic in the Al-Ahsa 

region on the domains and the total degree according to the educational 

level variable the two researchers attribute this to the awareness of all 

parents of different educational levels of the importance of completing 

the education process for their children, equal opportunities for full-time 

and working parents in their presence with their children at home, and 

their conviction that distance learning is the best way to continue the 

learning process , and this result agreed with the result of Al-Anazi study 

(2020) with the current study in the absence of statistically significant 

differences for the educational level variable for parents, and it differed 

with the Qur’an study (2021), which indicated that there are differences 

in favor of graduate studies. 

Educational stage variable: 

Table (6) shows that there are no statistically significant differences in 

parents' attitudes towards distance learning for early childhood in the 

light of e-learning standards during the Corona pandemic in Al-Ahsa 

region on the domains and the total degree according to the educational 

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stage variable the two researchers attribute this to the parents’ awareness 

of the importance of both stages as it is a stage of establishing all skills 

and for the convergence of the characteristics of children in both stages, 

and because e-learning standards are essential and an important reference 

based on educational institutions in the teaching and learning 

process.Kinship variable: 

Table (6) shows the absence of statistically significant differences for 

parents' attitudes towards distance learning for early childhood in the 

light of e-learning standards during the Corona pandemic in Al-Ahsa 

region on the domains and the total degree according to the kinship 

variable , the two researchers attribute that the family has a key role in the 

distance education process, as it is the main element in the initiation and 

continuity of the learning process, and it is the fertile environment for 

education. Parents are the ones who are keen to provide all appropriate 

means to follow up the learning process of their children and help them 

use the techniques used in the distance education system skillfully. 

Regardless of the relationship with the child , this result is consistent with 

the result of the study of Malkawi (2020), which indicated that there are 

no significant differences due to the kinship variable. 

School variable: 

Table (6) shows that there are no statistically significant differences for 

parents' attitudes towards distance learning for early childhood in the 

light of e-learning standards during the Corona pandemic in the Al-Ahsa 

region on the domains and the total degree according to the school 

variable except for the seventh domain: Measurement and evaluation and 

in favor of government educationThe two researchers attribute this to the 

opportunity imposed by the Corona pandemic, which led to changing the 

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culture of Saudi society and its orientation towards distance education, in 

order to achieve change towards a better future, in addition to the role 

played by the Ministry of Education in the Kingdom of Saudi Arabia. 

And joint efforts with other parties play a major role in providing 

appropriate educational platforms for all stages in a short time for public 

and private education at the same time, in an effort to reach the quality of 

education.As for the difference that came in the field of measurement and 

evaluation and in favor of public schools, the researchers attribute this to 

the care and emphasis taken by the Education Department in the field of 

measurement and evaluation to include the areas of school leadership, 

learning methods, educational outcomes and the school environment, and 

measuring their quality and adequacy through questionnaires, 

observation, document analysis and interviews, in addition to Providing a 

mechanism to measure the level of spending efficiency resulting from the 

delivery of curricula in an e-learning style. This study differs with the 

study of Al-Quran (2021) in Jordan, which came in favor of private 

schools. 

Recommendations 

In light of the results of the study, the researchers recommend the 

following: 

- Providing appropriate courses to develop the technological competence 

of students, parents and teachers on an ongoing basis to keep abreast of 

the latest developments in the crisis. 

- Implementation of awareness courses that contribute to spreading a 

positive atmosphere towards distance education. 

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- Working on continuous updating of the educational content to make it 

attractive, especially to children of the early childhood stage. 

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