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Improving the foundational literacy skills of marginalized learners through satellite-based EdTech: The MGCubed project in Ghana

Author

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  • Sayibu, Abdul Badi
  • Falcon Perez, Jesus Miguel
  • Issifu, Muniratu

Abstract

This paper presents the literacy results of a project titled "Making Ghanaian Girls Great!" (MGCubed). The project was implemented by Plan International and funded by the Foreign, Commonwealth & Development Office (FCDO) through the Girl Education Challenge for Transition Fund (GEC-T). It is important to note that all opinions expressed in this article are those of the authors and do not reflect the views of the FCDO. The project utilized satellite-based education technology (EdTech) to provide distance learning to marginalized early-grade learners, primarily girls aged 9–15 years. In the assessment, girls in the treatment schools achieved a significantly higher aggregate score in literacy compared to those in the control schools. Specifically, a Difference-In-Difference regression analysis showed that the treatment group scored 1.3 %age points higher than the control group, a statistically significant difference at 5 % level of significance. These findings demonstrate that satellite-based EdTech can be an effective strategy for improving learning outcomes among underserved populations.

Suggested Citation

  • Sayibu, Abdul Badi & Falcon Perez, Jesus Miguel & Issifu, Muniratu, 2026. "Improving the foundational literacy skills of marginalized learners through satellite-based EdTech: The MGCubed project in Ghana," Evaluation and Program Planning, Elsevier, vol. 114(C).
    • Handle: RePEc:eee:epplan:v:114:y:2026:i:c:s0149718925001934
    DOI: 10.1016/j.evalprogplan.2025.102726
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    References listed on IDEAS

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    1. Maya Escueta & Andre Joshua Nickow & Philip Oreopoulos & Vincent Quan, 2020. "Upgrading Education with Technology: Insights from Experimental Research," Journal of Economic Literature, American Economic Association, vol. 58(4), pages 897-996, December.
    2. Daniel Rodriguez-Segura, 2022. "EdTech in Developing Countries: A Review of the Evidence [From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application]," The World Bank Research Observer, World Bank, vol. 37(2), pages 171-203.
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