Computer technology in education: Evidence from a pooled study of computer assisted learning programs among rural students in China |
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| Institution: | 1. Stanford University, United States;2. LICOS Centre for Institutions and Economic Performance, University of Leuven, Belgium;3. Center for Experimental Economics of Education, Shaanxi Normal University, China;4. Center for Chinese Agricultural Policy, IGSNRR, Chinese Academy of Sciences, China;1. Discipline of Economics, Business School, University of Western Australia, 6009, Australia;2. School of Economics and Business Administration, Chongqing University Chongqing 400030, China;3. Department of Economics, National University of Singapore, 117570, Singapore;1. Research Institute of Economics and Management, Southwestern University of Finance and Economics, Chengdu 610074, Sichuan, PR China;2. School of Public Finance and Taxation, Southwestern University of Finance and Economics, Chengdu 610074, Sichuan, PR China;3. Business school, Sichuan University, Chengdu 610064, Sichuan, PR China;4. School of Economics and Management, Wuhan University, Wuhan 430072, Hubei, PR China;1. China Financial Policy Research Center, School of Finance, Renmin University of China, Beijing, China;2. China Europe International Business School, Shanghai, China;3. China Public Finance Institute, School of Public Economics and Administration, Shanghai University of Finance and Economics, Shanghai, China |
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| Abstract: | There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students benefit from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of five separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We find that overall computing technologies have positive and significant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Specifically, boys gain more than girls in Chinese. We did not find heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efficacy. |
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