Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not

Sabrin Beg, Adrienne Lucas, Waqas Halim and Umar Saif

No 25704, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Using two RCTs in middle schools in Pakistan, we show brief, expert-led, curriculum based videos integrated into the classroom experience improved teaching effectiveness–student test scores in math and science increased by 0.3 standard deviations, 60% more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the government high-stakes exams. In contrast, similar content when provided to students on personal tablets decreased student scores by 0.4SD. The contrast between the two effects shows the importance of engaging existing teachers and the potential for technology to do so.

JEL-codes: C93 I21 I25 I28 O15 (search for similar items in EconPapers)
Date: 2019-03
New Economics Papers: this item is included in nep-ure
Note: CH DEV ED
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Citations: View citations in EconPapers (4)

Published as Sabrin Beg & Waqas Halim & Adrienne M. Lucas & Umar Saif, 2022. "Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not," American Economic Journal: Economic Policy, vol 14(2), pages 61-90.

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