Exploring the Role of Social Media in Transforming Learning to Children: A Case of Selected Private Pre-Primary Schools in Tabora – Tanzania

Abstract

Globally, technological advancements, particularly the use of social media in transforming learning, significantly impact the effectiveness of children's success in educational settings. This study explores social media's role in transforming children's learning, focusing on private pre-primary schools. It intends to assess the quality of content and the accessibility of social media. Social learning theory by Albert Bandura guides this study, which, in its natural setup, allows descriptive cross-sectional design. A total number of 200 children and 36 teachers were selected to inform this study. The observation checklists were prepared to collect data from teachers, children, and schools, such as St. Francis, Greenlane, Themihill, Ipuli Holly Family, and Matumaini Pre & primary schools. Data were analysed using descriptive statistics. The findings revealed that transformation in learning using social media depends on the well-established environment. Further, the findings reveal that children accessed the same content from local television and TV cables apart from website sources such as Ubongo Kids and Kilimani Sesame. It was observed that the schools had computer laboratories with computer facilities, electricity sources, and teachers with social media skills. The study recommends that parents and teachers guide children to access information resources relevant to their cognitive development