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Abstract

The move to digital communication has drastically altered how teachers and parents communicate, perhaps influencing pupils' academic achievements. This study aims to validate and create tools to assess the influence of digital interactions between teachers and parents on student performance. By conducting some psychometric evaluations, including reliability and validity testing, we hope to ensure that these tools appropriately reflect the intricacies of digital communication and its consequences on students. The study involves developing and testing survey questionnaires and observational techniques with a diverse group of educators and students. Instrument including four general factors and consist of 35 items then reviewed by 14 experts for content validation after that 10 was excluded due to weak validity. Construct validity ensured by Exploratory factor analysis (EFA) and internal validity by Confirmatory factor analysis (CFA). To ensure the reliability Cronbach Alpha scores were found which is 0.81.Initial findings indicate a substantial relationship between successful digital communication and improved academic performance, emphasising the significance of trustworthy assessment tools.