Satellite-Based Interactive Learning Platforms and Education Access among Secondary School Children in Malawi: A Comparative Study

Satellite-based interactive learning platforms (SILPs) have emerged as a significant tool for enhancing educational access in remote and underserved areas of Africa, including Malawi. These platforms offer digital content that can be accessed via satellite signals, providing an alternative to traditional classroom education. The study employed a mixed-methods approach, combining quantitative survey data with qualitative interviews. A sample of 500 secondary school students was selected from randomly chosen schools across the country, stratified by gender and geographic location. Data analysis revealed that post-SILP usage increased educational engagement among boys (68%) compared to girls (42%), indicating a potential disparity in platform utilization. The findings suggest that SILPs can significantly enhance education access, particularly for male students, though further research is needed to address gender-specific disparities and broader impact. Future studies should explore the long-term effects of SILP usage on educational outcomes and consider strategies to promote equitable platform utilization across genders and regions. Model estimation used $\hat{\theta}=argmin_{\theta}\sum_i\ell(y_i,f_\theta(x_i))+\lambda\lVert\theta\rVert_2^2$, with performance evaluated using out-of-sample error.