Parental Involvement and the Development of Digital Literacy among Public Junior School Learners in Kyuso Sub-County, Kitui County, Kenya

                @article{CRSIJ26000397,
                  author = {Wilfred Gitonga Nyagah , Dr. Denis Obote, Dr. Laichena Mutabari},
                  title = {Parental Involvement and the Development of Digital Literacy among Public Junior School Learners in Kyuso Sub-County, Kitui County, Kenya},
                  journal = {Cosmo Research and Science International Journal},
                  year = {2026},
                  volume = {2},
                  number = {2},
                  pages = {394-411},
                  issn = {3108-1584},
                  url = {https://cosmorsij.com/published/CRSIJ26000397.pdf},
                  abstract = {Digital literacy is increasingly important in contemporary education. Learners’ opportunities to develop digital competencies are influenced by the support and resources available within their home environments. This study examined the effect of parental involvement on the development of digital literacy skills among public junior school learners in Kyuso Sub-County, Kitui County, Kenya. The study was anchored on Epstein’s Theory of Overlapping Spheres of Influence and adopted an explanatory sequential mixed methods design. The target population comprised 1,047 Grade 8 learners, 183 teachers, and 619 parents. Data were collected from 232 learners, 27 teachers, and 31 parents. Learners’ and teachers’ data were collected using structured questionnaires, while parents participated in focus group discussions. Quantitative data were analysed using descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analysed using thematic analysis method. The findings indicated that parental engagement in learning activities had a positive and significant relationship with learners’ digital literacy (r = .277, p < .001). Also, the parental communication (r =0.178, p =0.011) and parental decision-making (r =0.217, p = .002) had significant relationship with learners’ digital literacy. Regression results showed that the three dimensions of parental involvement explained 13.0% of the variation in digital literacy (R² = .130). Parental engagement (B =0.186, p < .001), communication style (B = .188, p = .035), and decision-making (B = .237, p = .012) each had a positive and statistically significant effect on digital literacy. Qualitative findings further showed that parents supported digital learning through supervision, regulation of device use, participation in school activities, and joint engagement with digital content, although limited access to devices and parental digital skills constrained such involvement. The study recommended.},
                  keywords = {Parental involvement, digital literacy, parental engagement, parental communication, parental decision-making, junior school learners},
                  month = {September}
        }