Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing
Fang Lai, Freeman Spogli Institute for International Studies, United States ; Renfu Luo, Linxiu Zhang, Center for Chinese Agricultural Policy, Institute of Geographical Sciences and Natural Resources Research ; Xinzhe Huang, Department of Agricultural and Resource Economics, 2116 Social Sciences and Humanities, United States ; Scott Rozelle, Freeman Spogli Institute for International Studies, United States
Economics of Education Review Volume 47, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
Lai, F., Luo, R., Zhang, L., Huang, X. & Rozelle, S. (2015). Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing. Economics of Education Review, 47(1), 34-48. Elsevier Ltd.