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

Lisa Barrow, Lisa Markman and Cecilia Rouse
Additional contact information
Lisa Markman: Princeton University
Cecilia Rouse: Princeton University and NBER

No 1060, Working Papers from Princeton University, School of Public and International Affairs, Education Research Section.

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: H75 I20 I21 (search for similar items in EconPapers)
Date: 2008-07
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Citations: View citations in EconPapers (1)

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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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Persistent link: https://EconPapers.repec.org/RePEc:pri:edures:27

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