The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador

Konstantin Büchel, Martina Jakob, Christoph Kühnhanss, Daniel Steffen and Aymo Brunetti

Journal of Labor Economics, 2022, vol. 40, issue 3, 737 - 777

Abstract: This study provides evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a field experiment in Salvadoran primary schools, we evaluate three interventions that aim to improve learning in mathematics: (i) additional teacher-led classes, (ii) additional CAL classes monitored by a supervisor, and (iii) additional CAL classes instructed by a teacher. We find that CAL lessons lead to larger learning gains and are less sensitive to class size as well as student ability than teacher-centered classes. Our results highlight the value of CAL in an environment with heterogeneous classes and poorly qualified teachers.

Date: 2022
References: Add references at CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://dx.doi.org/10.1086/717727 (application/pdf)
http://dx.doi.org/10.1086/717727 (text/html)
Access to the online full text or PDF requires a subscription.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ucp:jlabec:doi:10.1086/717727

Access Statistics for this article

More articles in Journal of Labor Economics from University of Chicago Press
Bibliographic data for series maintained by Journals Division ().