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Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing
ARTICLE

, Freeman Spogli Institute for International Studies, United States ; , , Center for Chinese Agricultural Policy, Institute of Geographical Sciences and Natural Resources Research ; , Department of Agricultural and Resource Economics, 2116 Social Sciences and Humanities, United States ; , Freeman Spogli Institute for International Studies, United States

Economics of Education Review Volume 47, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved November 11, 2019 from .

This record was imported from Economics of Education Review on January 28, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2015.03.005

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