Publication Details
Abstract
Technological evolution has significantly transformed all sectors of society, including education. The emergence of social networking platforms such as Facebook [1] and WhatsApp [2] has redefined communication patterns worldwide. In the educational context, platforms like WhatsApp are increasingly used by school administrators, teachers, and parents to share information and support teaching and learning processes. This study investigated the effect of WhatsApp communication with parents on nursery and primary school learners’ engagement, with a particular focus on parental involvement. The research was underpinned by Epstein’s Parent Involvement Theory, Bronfenbrenner’s Ecological Systems Theory, and Vygotsky’s Social Constructivism Theory. A quantitative survey design was adopted, and data were collected using a 10-item questionnaire administered via face-to-face mode to 125 randomly selected basic education teachers in Douala III Subdivision. Findings revealed that WhatsApp facilitates effective communication between teachers and parents, contributing positively to learners’ engagement through increased parental involvement. However, barriers such as the quality of communication, accessibility, and the availability of parents were identified as limiting factors. The study concluded that while WhatsApp is a valuable tool for enhancing school-home collaboration, more structured approaches are needed to overcome communication barriers and maximize its impact on learner engagement.