• FRANZ JINELLE T. NOVELA

This study assessed the teaching styles and parental involvement on the reading performance of key stage 2 pupils of Garchitorena District for the School Year 2023-2024 geared towards teachers and parents support plan. It looked into the following: (1) the level of teaching styles of the teachers in English; (2) the level of parental involvement on the reading performance of pupils; (3) the level of reading performance of pupils in English in terms of vocabulary, fluency and comprehension; (4) the significant relationship between the teaching style of the teachers and the level of reading performance of the pupils and parental involvement on the reading performance of the pupils; (5) the influence of the level of teaching style, the level of parental involvement on the level of reading performance of the pupils; and (6) an intervention that was proposed as a Teacher-Parent Support Plan based on the findings of the study. This study employed the descriptive-correlational method of research. The respondents consisted of 187 Key Stage 2 pupils. Data were gathered using a questionnaire and a teacher-made test. The statistical tools used included Percentage, Weighted Mean, Mean, Standard Deviation, Performance Level, Pearson’s Product-Moment Correlation of Coefficient, and Coefficient of Determination. Findings were: (1) Teachers’ teaching style had an overall average weighted mean of 3.54; (2) Parental involvement had an overall average weighted mean of 3.45; (3) Pupils' reading performance in fluency had a performance level of 97.39; vocabulary had a performance level of 36.90; comprehension had a performance level of 46.66; (4) The correlation between teaching styles and reading performance was 0.323 and a p-value=0.00, while the correlation between parental involvement and reading performance was 0.559 and a p-value=0.00. (5) The influence of teaching styles on reading performance was 10.46% while the influence of parental involvement on reading was 31.30%. The major conclusions were: (1) Teachers’ teaching style in English was Very High; (2) Parental involvement in pupils’ reading performance was Very High; (3) Fluency was at the Independent level, while vocabulary and comprehension were at the Frustration level; (4) A significant relationship existed between teaching styles, and pupils’ reading performance and so with parental involvement and pupils’ reading performance; (5) Teaching styles and parental involvement had a weak influence on pupils’ reading performance; (6) A Teacher-Parent Support Plan titled Project ParTNERS for our Child was proposed to enhance collaboration between teachers and parents in supporting pupils’ English reading skills.

teaching styles, parental involvement, performance of pupils in reading

"Teaching Styles, Parental Involvement and Performance of Pupils in Reading", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.a16-a23, May-2025, Available :http://www.jetir.org/papers/JETIR2505002.pdf

"Teaching Styles, Parental Involvement and Performance of Pupils in Reading", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppa16-a23, May-2025, Available at : http://www.jetir.org/papers/JETIR2505002.pdf