PSYCHOLOGICAL TENETS OF SOCIAL NETWORKING PLATFORMS FOR ENHANCED DIGITAL COMPETENCY IN JUNIOR SCHOOLS IN MBITA SUB-COUNTY, KENYA

Abstract

As digital technologies become increasingly embedded in basic education, developing digital competencies among young learners has become a critical educational priority. Although Social Networking Platforms (SNPs) play a central role in shaping how adolescents interact, learn, and express themselves, their specific influence on digital skill acquisition remains insufficiently articulated. In particular, a problem exists regarding how key psychosocial tenets—such as identity formation, emotional regulation, peer influence, and privacy awareness—interact with SNP usage to either enhance or hinder the digital competency of junior school (JS) learners in rural contexts like Mbita Sub-County, Homa Bay County, Kenya. Guided by Social Cognitive Theory and Connectivism Theory, this study adopted a convergent parallel mixed-methods design with a cross-sectional survey framework. From a target population of 1,080 junior school learners and key educational stakeholders across the sub-county, a sample of 284 respondents was selected using Taro Yamane’s formula alongside stratified random sampling for learners and purposive sampling for educators. Quantitative data were collected via structured questionnaires, while qualitative data were gathered through semi-structured interviews and focus group discussions. Research instruments were subjected to expert review by university supervisors to establish construct and content validity, while internal consistency was verified using Cronbach’s alpha (alpha \ge .70). Because the study involved minor learners, strict ethical protocols were maintained, including obtaining institutional clearance, written parental/guardian informed consent, learner assent, and ensuring data anonymity and confidentiality. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, means) and inferential statistics (Pearson correlation and multiple regression), while qualitative data were analyzed using thematic analysis. Findings revealed that psychosocial tenets—particularly emotional regulation, self-motivation, and positive peer influence—significantly predicted learners’ digital problem-solving and information literacy skills (p < .05). Qualitative insights reinforced that supportive and socially safe online environments foster digital confidence, whereas risks like cyberbullying and negative social comparison impede skill development. The study concludes that while SNPs serve as vital spaces for digital learning, their potential is constrained by inadequate rural infrastructure and limited pedagogical integration. The study recommends implementing structured online safety frameworks and expanding school-based psychosocial support to foster safe, effective digital engagement.