 Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in BeijingFang Lai, Renfu Luo, Linxiu Zhang, Xinzhe Huang and Scott Rozelle Economics of Education Review, 2015, vol. 47, issue C, 34-48 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. Keywords: Education; Development; Computer-assisted learning; Random assignment; Test scores; China; Migration (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:47:y:2015:i:c:p:34-48 DOI: 10.1016/j.econedurev.2015.03.005 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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