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

• Published in: Economics of education review 2015-08, Vol.47, p.34-48
• Main Authors: Lai, Fang, Luo, Renfu, Zhang, Linxiu, Huang, Xinzhe, Rozelle, Scott
• Format: Article
• Language: English
• Subjects: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores
• ISSN: 0272-7757; 1873-7382
• DOI: 10.1016/j.econedurev.2015.03.005

•We evaluate the impact of a remedial computer assisted learning (CAL) program of math learning on the academic and non-academic outcomes of third-grade students in Beijing migrant schools using a randomized controlled trail (RCT).•A remedial math CAL program improved the student standardized math scores by 0.15 standard deviations.•Students with less-educated parents benefited more from the program, possibly due to household substitution.•CAL also significantly increased the students’ interest in learning.•The spillovers of the CAL intervention did not affect the results. The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.