The Influence of Social Interaction and Collaborative Learning on Information Digital Literacy Skills Development in Rural Primary Schools

Abstract

Information digital literacy skills are essential competencies for learners in the twenty-first century. However, their development among learners in rural primary schools continues to be constrained by inadequate ICT infrastructure, limited access to digital learning resources, insufficient teacher preparedness, and inadequate opportunities for collaborative technology- enhanced learning. This study examined the influence of social interaction and collaborative learning on Information Digital Literacy Skills Development in selected rural primary schools in Nyeri County, Kenya. The study adopted a positivist research philosophy and employed a quantitative research design. Data were collected from 2,894 learners using structured questionnaires and analysed using exploratory factor analysis, confirmatory factor analysis, structural equation modelling, and path analysis. The findings revealed that the measurement model demonstrated excellent fit (χ² = 247.9, df = 242, p = .383; CMIN/DF = 1.024; RMSEA = .003; CFI = 1.000; TLI = 1.000; GFI = .993; AGFI = .999). The results further established that social interaction and collaborative learning had a positive and statistically significant influence on Information Digital Literacy Skills Development (β = .130), indicating that increased learner interaction, collaborative engagement, and shared learning experiences significantly enhance learners' Information Digital Literacy Skills. The study concludes that fostering social interaction and collaborative learning is fundamental to improving Information Digital Literacy Skills Development in rural primary schools. The study recommends strengthening collaborative learning practices, improving ICT infrastructure, and enhancing teachers' digital pedagogical competencies to create interactive learning environments that promote Information Digital Literacy Skills Development among learners in rural primary schools.