Arseam

International Journal of Education & Applied Sciences Research

INVESTIGATING THE INFLUENCE OF PARENTAL SUPPORT ON TEACHERS' COMPREHENSION OF CHILDREN'S LEARNING STYLES

Renu Chaudhary, Dr.AnshuMathur, Dr. M.Prabavathy

Renu Chaudhary, Research Scholar, AmityUniversity,Noida,UttarPradesh201301,India.

Dr.AnshuMathur, AssociateProfessor,Amity Institute of Education, Amity University, Uttar Pradesh (AUUP) Gautam Buddh Nagar UP, Uttar Pradesh- 201301, India.

Dr. M.Prabavathy, Associate Professor and Director, Center for Differently Abled Persons, Bharathidasan University Khajamalai Campus Tiruchirapalli, Tamil Nadu- 620023, India.

DOI : https://doi.org/10.5281/zenodo.19822234 Page No : 11-19

Published Online : 2026-04-27

Download Full Article : PDF Check for Updates

ABSTRACT

Parental involvement has been identified as a significant element influencing students' academic success. The effect on teachers' comprehension of children's learning styles, however, remains inadequately explored. This study investigates the influence of parental support on teachers' comprehension and adaptation to students' learning styles across different educational levels. The research design was quantitative, where 450 teachers were surveyed from primary, secondary, and higher secondary schools. A structured survey measured teachers' perceptions, confidence, awareness, and familiarity with learning styles under different levels of parental involvement. The results, measured by descriptive statistics and ANOVA, showed a strong positive relationship between parental support and teachers' effectiveness in identifying and addressing learners' learning styles. Teachers who encountered high levels of parental involvement indicated more confidence and fewer difficulties recognizing learners' learning styles. These findings emphasize the necessity for organized parental involvement programs to support cooperative work between parents and teachers, eventually leading to successful teaching methods and better student achievements.

Keywords: Parental Involvement, Learning Styles, Teacher Awareness, Student Learning, Parental Support, Education Collaboration, Academic Success.

References

Çaliskan, E. F., & Ulas, A. H. (2022). The Effect of Parent-Involved Reading Activities on Primary School Students' Reading Comprehension Skills, Reading Motivation, and Attitudes towards Reading. International Electronic Journal of Elementary Education, 14(4), 509-524.
Cruz, P. S., Dionisio, M. F., & Polintan, M. D. (2023). Parent-Teacher Collaboration Towards Enhanced Reading Comprehension of Students. INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES, III (2).
Diaz, L. B. (2023). Current Approaches for Engaging Parents in Students’ Academic Performance: Basis for Parental Engagement Policy. American Journal of Multidisciplinary Research and Innovation, 2(4),32-41
Erginer, E. (2014). A study of the correlation between primary school students' reading comprehension performance and the learning styles based on memory modeling. Egitim ve Bilim, 39(173).
Ganesh, D., Kumar, M. S., Reddy, P. V., Kavitha, S., & Murthy, D. S. (2022). Implementation of AI Pop Bots and its allied Applications for Designing Efficient Curriculum in Early Childhood Education. International Journal of Early Childhood Special Education, 14(3).
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: Are view. Sustainable Operations and Computers, 3, 275-285.
Kartel, A., Charles, M., Xiao, H., & Sundi, D. (2022). Strategies for Parent Involvement During Distance Learning in Arabic Lessons in Elementary Schools. JILTECH: Journal International of Lingua &Technology, 1(2).
Khusanov, K., Khusanova, G., & Khusanova, M. (2022). Compulsory Distance Learning in Uzbekistan During the COVID-19 Era: The Case of Public and Senior Secondary Vocational Education Systems. In Socioeconomic Inclusion During an Era of Online Education (pp. 111-133). IGI Global.
Kiuru, N., Aunola, K., Torppa, M., Lerkkanen, M. K., Poikkeus, A. M., Niemi, P., ... & Nurmi, J. E. (2012). The role of parenting styles and teacher interactional styles in children's reading and spelling development. Journal of school psychology, 50(6), 799-823.
Kong, S. C., & Wang, Y. Q. (2021). The influence of parental support and perceived usefulness on students' learning motivation and flow experience in visual programming: Investigation from a parent perspective. British Journal of Educational Technology, 52(4), 1749-1770.
Minj, A. (1999). Parental involvement and its perceived impact on children's achievement.
Otani, M. (2020). Parental involvement and academic achievement among elementary and middle school students. Asia Pacific Education Review, 21(1), 1-25
Vural, L. (2016). The Relation between Prospective Teachers' and Their Parents' Learning Styles. Educational Research and Reviews, 11(15), 1415-1423.
Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546.

Cite this Article as: Renu C, Anshu M, & M.Prabavathy (2026), “Investigating the Influence of Parental Support on Teachers' Comprehension of Children's Learning Styles”, International Journal of Education & Applied Sciences Research, Volume 13, Issue 1, 2026, pp 11-19 DOI : https://doi.org/10.5281/zenodo.19822234

Article View: 62
PDF Download: 2

References

Çaliskan, E. F., & Ulas, A. H. (2022). The Effect of Parent-Involved Reading Activities on Primary School Students' Reading Comprehension Skills, Reading Motivation, and Attitudes towards Reading. International Electronic Journal of Elementary Education, 14(4), 509-524.
Cruz, P. S., Dionisio, M. F., & Polintan, M. D. (2023). Parent-Teacher Collaboration Towards Enhanced Reading Comprehension of Students. INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES, III (2).
Diaz, L. B. (2023). Current Approaches for Engaging Parents in Students’ Academic Performance: Basis for Parental Engagement Policy. American Journal of Multidisciplinary Research and Innovation, 2(4),32-41
Erginer, E. (2014). A study of the correlation between primary school students' reading comprehension performance and the learning styles based on memory modeling. Egitim ve Bilim, 39(173).
Ganesh, D., Kumar, M. S., Reddy, P. V., Kavitha, S., & Murthy, D. S. (2022). Implementation of AI Pop Bots and its allied Applications for Designing Efficient Curriculum in Early Childhood Education. International Journal of Early Childhood Special Education, 14(3).
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: Are view. Sustainable Operations and Computers, 3, 275-285.
Kartel, A., Charles, M., Xiao, H., & Sundi, D. (2022). Strategies for Parent Involvement During Distance Learning in Arabic Lessons in Elementary Schools. JILTECH: Journal International of Lingua &Technology, 1(2).
Khusanov, K., Khusanova, G., & Khusanova, M. (2022). Compulsory Distance Learning in Uzbekistan During the COVID-19 Era: The Case of Public and Senior Secondary Vocational Education Systems. In Socioeconomic Inclusion During an Era of Online Education (pp. 111-133). IGI Global.
Kiuru, N., Aunola, K., Torppa, M., Lerkkanen, M. K., Poikkeus, A. M., Niemi, P., ... & Nurmi, J. E. (2012). The role of parenting styles and teacher interactional styles in children's reading and spelling development. Journal of school psychology, 50(6), 799-823.
Kong, S. C., & Wang, Y. Q. (2021). The influence of parental support and perceived usefulness on students' learning motivation and flow experience in visual programming: Investigation from a parent perspective. British Journal of Educational Technology, 52(4), 1749-1770.
Minj, A. (1999). Parental involvement and its perceived impact on children's achievement.
Otani, M. (2020). Parental involvement and academic achievement among elementary and middle school students. Asia Pacific Education Review, 21(1), 1-25
Vural, L. (2016). The Relation between Prospective Teachers' and Their Parents' Learning Styles. Educational Research and Reviews, 11(15), 1415-1423.
Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546.

International Peer Reviewed & Refereed Journal as per UGC New Rules

ISSN (P) : 2349 –4808; ISSN (O) : 2349 –2899, UGC Approved as per UGC New Rules

ubmission Instruction

Call for Paper

Submit Paper Online

Join Editorial Board

Author Guidelines

Indexed in

INVESTIGATING THE INFLUENCE OF PARENTAL SUPPORT ON TEACHERS' COMPREHENSION OF CHILDREN'S LEARNING STYLES

Aims and Objectives

Ethics Policy

Peer Review Policy

Call for Paper

Conference

Instruction To Review

Guide To Authors