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

62 Pages Posted: 18 Aug 2008 Last revised: 14 Jul 2009

See all articles by Lisa Barrow

Lisa Barrow

Federal Reserve Bank of Chicago

Lisa Markman

Princeton University - Industrial Relations Section

Cecilia E. Rouse

Princeton University - Industrial Relations Section; National Bureau of Economic Research (NBER)

Multiple version iconThere are 2 versions of this paper

Date Written: August 2008

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.

Suggested Citation

Barrow, Lisa and Markman, Lisa and Rouse, Cecilia E., Technology's Edge: The Educational Benefits of Computer-Aided Instruction (August 2008). NBER Working Paper No. w14240. Available at SSRN: https://ssrn.com/abstract=1231689

Lisa Barrow

Federal Reserve Bank of Chicago ( email )

230 South LaSalle Street
Chicago, IL 60604
United States
312-322-5073 (Phone)
312-322-2357 (Fax)

Lisa Markman

Princeton University - Industrial Relations Section ( email )

Princeton, NJ 08544-2098
United States

Cecilia E. Rouse (Contact Author)

Princeton University - Industrial Relations Section ( email )

Princeton, NJ 08544-2098
United States
609-258-4042 (Phone)
609-258-2907 (Fax)

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

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