Technology's Edge: The Educational Benefits of Computer-Aided Instruction

Lisa Barrow, Lisa Markman and Cecilia E. Rouse

No 14240, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program for pre-algebra and algebra. We assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score 0.17 of a standard deviation higher on pre-algebra/algebra tests than students randomly assigned to traditional instruction. We hypothesize that the effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates.

JEL-codes: I2 J0 (search for similar items in EconPapers)
Date: 2008-08
New Economics Papers: this item is included in nep-edu, nep-ict and nep-ure
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Published as Lisa Barrow & Lisa Markman & Cecilia Elena Rouse, 2009. "Technology's Edge: The Educational Benefits of Computer-Aided Instruction," American Economic Journal: Economic Policy, American Economic Association, vol. 1(1), pages 52-74, February.

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Related works:
Journal Article: Technology's Edge: The Educational Benefits of Computer-Aided Instruction (2009)
Working Paper: Technology's Edge: The Educational Benefits of Computer-Aided Instruction (2008)
Working Paper: Technology’s edge: the educational benefits of computer-aided instruction (2007)
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