Teacher Collaboration and Parental Involvement in Effectiveness of E-Literacy Instructions for Children with Attention Deficit Hyperactivity Disorder

Abstract

The present study aimed to investigate the role of teacher collaboration and parental involvement as correlates of the effectiveness of e-literacy instruction for children with ADHD. Using the structured survey questionnaire method, and data were collected from N=100 participants using a purposive sampling technique. The sample included children with ADHD aged 8–16 years, along with their parents and teachers involved in e-literacy instruction. The questionnaire used in the study was Teacher Collaboration Assessment Scales DDAE (TCAS), Parental Involvement Rating Scale (PIRS), and the third questionnaire was self-constructed to measure the effectiveness of e-literacy instruction for ADHD children, Effectiveness of E-Literacy Instructions Measuring Scale (ELIMS). Statistical analyses were conducted using Pearson Product Moment Correlation, hierarchical regression analysis, independent samples t-test, two-way ANOVA, and mediation analysis through Hayes’ PROCESS Macro. The findings revealed significant positive relationships between teacher collaboration, parental involvement, and effectiveness of e-literacy instruction. Teacher collaboration significantly predicted e-literacy effectiveness, while parental involvement partially mediated this relationship, indicating that family engagement strengthens the impact of collaborative teaching practices. Furthermore, children’s age and education level emerged as significant predictors of e-literacy effectiveness, whereas other demographic characteristics showed limited influence. Gender differences indicated higher levels of teacher collaboration, parental involvement, and e-literacy effectiveness among females. The study concludes that collaborative partnerships between teachers and parents are essential for enhancing digital learning experiences among children with ADHD. These findings emphasize the importance of integrated educational approaches involving schools, families, and technology-based interventions to support children with ADHD.