Perceptions and Dispositions of Parents and Teachers Toward Technological Learning Communities

Abstract

The search for strategies to improve students’ academic performance is increasingly common in education. Parents’ participation and teachers’ attention are key factors in forming a learning community. This article presents the results of a survey in which relevant statistical data was obtained. A significant association (p = 0.571) was found between the frequency with which parents help their children understand school content and their willingness to be part of a learning community, representing 40.65% of the population. In addition, it was found that 66.67% of parents frequently meet with their children’s teachers because they often solve the children’s doubts. Regarding the attention of teachers, it was evidenced that 64.71% of parents who meet very frequently with teachers do so with those who very frequently resolve children’s doubts effectively, which shows a correlation significant (p = 0.467). Finally, the relationship between the degree of mastery of teachers in learning management platforms and their participation in forming learning communities was analyzed. A significant correlation (phi = 0.321) was found between the degree of mastery of teachers in these platforms and their participation in the formation of learning communities, with 28.24% of teachers having sufficient mastery and 20.61% of those with a moderate domain. These findings highlight the importance of parent-teacher collaboration in fostering a culture of learning in school and improving student academic achievement.