Lockdown measures due to COVID-19 did not only foster digital teaching and learning but also influence family bonding. Hence, while the lockdown lasted, we were curious about fathers’ involvement in digital teaching and learning activities of learners who are Deaf/Hard of hearing. Thus, based on mothers’ perception, we examined the effects of fathers’ acceptance or rejection of the deaf child, academic resilience, computer user self-efficacy vis-à-vis Childs’ onset of deafness and gender on fathers’ involvement in digital teaching and learning deaf children during the lockdown. We employed a descriptive cross-sectional research design and purposively sampled 292 (Mage = ±31.5) respondents. Data was collected through a structured questionnaire using Google form. Data generated were analysed using a structural equation with modelling. It was observed that all the fit measures of the SEM fell within the acceptable range (χ2 = 10.42, df = 4, χ2/df = 2.61, GFI = 0.99, CFI = 0.91, NFI = 0.99. AGFI, 0.98, IFI = 0.91 and RMSEA = 0.04). Findings further revealed that fathers’ acceptance or rejection of the deaf child, academic resilience, computer user self-efficacy had a negative but direct relationship with fathers’ involvement in the digital education of learners who are Deaf/Hard of hearing during the lockdown. Based on the finding in the study, appropriate recommendations were made.
Olufemi Adigun, University of Zululand, South Africa
Dumisani Nzima, University of Zululand, South Africa