Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing

Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott

doi:10.1016/j.econedurev.2015.03.005

Cited by 91 publications

(87 citation statements)

References 20 publications

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“…In a number of contexts, including China (Lai et al 2011;Lai et al 2013;Yang et al 2013;Mo et al 2014), Chile (Imbrogno 2014), Ecuador (Carillo, Onofa & Ponce 2010), India (Banerjee et al 2008;Linden 2008) and Mexico (Imbrogno 2014), computer-assisted learning programmes have improved maths test scores quite substantially. The programmes where computer-assisted learning improved outcomes share a number of characteristics.…”

Section: What Have We Learned?mentioning

confidence: 99%

The impact of education programmes on learning and school participation in low- and middle-income countries

Snilstveit¹,

Stevenson²,

Menon³

et al. 2016

101

105

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About 3ieThe International Initiative for Impact Evaluation (3ie) is an international grant-making NGO promoting evidence-informed development policies and programmes. We are the global leader in funding, producing and synthesising high-quality evidence of what works, for whom, why and at what cost. We believe that high-quality, policy-relevant evidence will help make development more effective and improve people's lives. 3ie in-house systematic reviews 3ie in-house systematic reviews appraise and synthesise the available high-quality evidence on the effectiveness of social and economic development interventions in low-and middle-income countries. 3ie's specialists follow scientifically recognised methods in conducting these reviews. They are quality assured according to internationally accepted standards. They are peer reviewed by members of an expert advisory group and three anonymous external reviewers. 3ie is providing leadership in demonstrating rigorous and innovative review methodologies, such as using theory-based approaches suited to informing policy and programming in the dynamic and challenging contexts of low-and middle-income countries.About this systematic review summary report 3ie systematic review summary reports distil key analyses and present the findings and recommendations of a full systematic review for policymakers and programme managers. The impact of education programmes on learning and school participation in low-and middle-income countries is based on a full review, Interventions for improving learning outcomes and access to education in low-and middle-income countries: a systematic review, which is available on the 3ie website. The summary report was peer-reviewed internally and by members of the expert advisory group convened for the full review.

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Section: What Have We Learned?mentioning

confidence: 99%

The impact of education programmes on learning and school participation in low- and middle-income countries

Snilstveit¹,

Stevenson²,

Menon³

et al. 2016

101

105

View full text Add to dashboard Cite

show abstract

“…Integrating Information and Communication Technology (ICT) into the classroom is a promising approach to help disadvantaged students across the world (Bakar, Inal, & Cagiltay, 2006;Ebner & Holzinger, 2007;Pal, Pawar, Brewer, & Toyama, 2006;Banerjee, Cole, Duflo, & Linden, 2007;Lai, Luo, Zhang, Huang, & Rozelle, 2011;Mo, Zhang, Luo, et al, 2014). Policymakers in developed and developing countries have tested various methods to use ICT for innovation and improvement of poor performance students (Sweet & Meates, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies in both developed and developing countries have shown inconsistent evidence of the educational benefits of using ICT in schools (e.g. Banerjee et al, 2007;Barrow, Markman, & Rouse, 2008;Almekhlafi, 2006;Olibie, 2010;Lai et al, 2012Lai et al, , 2013Angrist & Lavy, 2002;Rouse & Krueger, 2004;Hlas & Vuksanovich, 2007;Dynarshki et al, 2007;Chien, 2011). For example, Banerjee et al (2007) showed that a Computer Assisted Learning (CAL) programme significantly helped students increase math scores.…”

Section: Introductionmentioning

confidence: 99%

The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China

Bai

Zhang

et al. 2016

Computers & Education

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a b s t r a c tRecent attention has been placed on whether integrating Information Communication Technology (hereafter, ICT) into education can effectively improve learning outcomes. However, the empirical evidence of the impact of programmes that adopt ICT in schooling is mixed. Theory suggests it may be due to differences in whether or not the ICT programmes are integrated into a teaching programme of a class. Unfortunately, few empirical studies compare the relative effectiveness of programmes that integrate ICT into teaching with the ones that do not. In order to understand the most effective way to design new programmes that attempt to utilize ICT to improve English learning, we conducted a clustered randomized controlled trial (RCT) with some schools receiving ICT that was integrated into the teaching programme of the class; with some schools that received ICT without having it integrated into the teaching programme; and with other schools being used as controls. The RCT involved 6304 fifth grade students studying English in 127 rural schools in rural China. Our results indicate that when the programme is integrated into the teaching programme of a class it is effective in improving student test scores relative to the control schools. No programme impact, however, is found when the ICT programme is not integrated into the teaching program. We also find that when ICT programmes are integrated into teaching, the programmes work similarly for students that have either high or low initial (or baseline) levels of English competency. When ICT programmes are not integrated with teaching, they only raise the educational performance of English students who were performing better during the baseline.

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“…Other researchers consider influence of the computer on pupils' behavior when training them by means of game technologies [8,9], for estimation of knowledge [10][11][12][13], as an assistant for development of discipline on remote access, for exchange of knowledge on social networks [14,15], when training mentally retarded pupils, students with the low level of knowledge [16,17], etc.…”

Section: Introductionmentioning

confidence: 99%

Ways of Efficiency Improvement of the Organization of Students’ Independent Work with Computer Technologies Usage

et al. 2018

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Abstract.Recently the need for the qualified engineering personnel increases in the world. High-quality preparation of such shots begins at the university already with the first courses and it is directly connected with the effective organization of students' independent work. In the article the organization of independent work when training students of technical colleges in mathematics with use of computer means is considered. The complex of the tasks developed by teachers included tasks in mathematics of four levels. It is shown that the independent solution of problems of different levels by the students of experimental group contributed to the development of mathematical abilities.

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Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing

Cited by 91 publications

References 20 publications

The impact of education programmes on learning and school participation in low- and middle-income countries

The impact of education programmes on learning and school participation in low- and middle-income countries

The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China

Ways of Efficiency Improvement of the Organization of Students’ Independent Work with Computer Technologies Usage

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