Assessing the Effectiveness of Mobile Learning Platforms in Expanding Access to Higher Education in Developing Countries: A Mixed-Methods Study

Mobile learning (m-learning) has emerged as a transformative approach to addressing educational access challenges in developing countries. This study examines the effectiveness of different categories of mobile learning platforms in improving access to education in developing countries. Using a mixed-methods approach, data were collected from 210 students and lecturers. Platforms were classified into social-media-based tools (e.g., WhatsApp, Telegram) and Learning Management Systems (e.g., Moodle Mobile). Quantitative analysis revealed a strong positive relationship between mobile learning usage and academic performance (r = 0.620, p < 0.05). Multiple regression analysis indicated that mobile learning usage and digital literacy significantly predict academic performance, explaining 42.7% of variance. Correlation analysis further showed a significant relationship between digital literacy and academic performance (r = 0.58, p < 0.05). Findings indicate that LMS platforms yield higher engagement compared to social media tools. However, challenges such as high data costs, poor connectivity, and digital literacy gaps persist. The study concludes that mobile learning significantly enhances educational access, but platform type and user capability critically influence outcomes.

Mobile learning, digital education, access to education, developing countries

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