Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement

Ludger Wößmann, Oliver Fack and Constantin Mang
Authors registered in the RePEc Author Service: Ludger Woessmann

VfS Annual Conference 2015 (Muenster): Economic Development - Theory and Policy from Verein für Socialpolitik / German Economic Association

Abstract: Most studies find little to no effect of classroom computers on student achievement. We suggest that this null effect may combine positive effects of computer uses without equivalently effective alternative traditional teaching practices and negative effects of uses that substitute more effective teaching practices. Our correlated random effects models exploit within-student between-subject variation in different computer uses in the international TIMSS test. We find positive effects of using computers to look up information and negative effects of using computers to practice skills, resulting in overall null effects. Effects are smaller for low-SES students and mostly confined to developed countries.

JEL-codes: I20 I21 I28 (search for similar items in EconPapers)
Date: 2015
New Economics Papers: this item is included in nep-edu, nep-ict and nep-ure
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Citations: View citations in EconPapers (19)

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https://www.econstor.eu/bitstream/10419/113157/1/VfS_2015_pid_37.pdf (application/pdf)

Related works:
Journal Article: Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement (2018)
Working Paper: Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement (2015)
Working Paper: Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement (2015)
Working Paper: Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement (2015)
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:vfsc15:113157

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