Complement or substitute? The effect of technology on student achievement in India

Leigh Linden

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School Choice and Performance Education and Technology Integration Intelligent Tutoring Systems and Adaptive Learning

Abstract

Using a pair of randomized evaluations, the author evaluates a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in school and out of school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities.

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References

2008Bootstrap-Based Improvements for Inference with Clustered Errors 2007Remedying Education: Evidence from Two Randomized Experiments in India 1997How to Teach English 1998Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics.2004Incentives to Learn 2002New Evidence on Classroom Computers and Pupil Learning 2007Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort 2007The Effect of Extra Funding for Disadvantaged Pupils on Achievement

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