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Computer-Assisted Instruction for Child Development: Evidence from an Educational Programme in Rural Zambia

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  • Maja Schling
  • Paul Winters

Abstract

This paper examines whether computer-assisted instruction has a positive impact on the literacy and numeracy skills of early grade students. An educational intervention implemented in Zambia integrated technology into classroom activity in order to mitigate weaknesses in teaching skills and address specific unmet student needs. Using a difference-in-difference combined with inverse propensity weights, results show that students’ numeracy and literacy skills are not significantly different from untreated community or government school students. At a third of the cost, the programme is the most cost-effective means of educating children in this poor region of Zambia.

Suggested Citation

  • Maja Schling & Paul Winters, 2018. "Computer-Assisted Instruction for Child Development: Evidence from an Educational Programme in Rural Zambia," Journal of Development Studies, Taylor & Francis Journals, vol. 54(7), pages 1121-1136, July.
    • Handle: RePEc:taf:jdevst:v:54:y:2018:i:7:p:1121-1136
    DOI: 10.1080/00220388.2017.1366454
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    Cited by:

    1. Abebaw, Degnet & Admassie, Assefa & Kassa, Habtemariam & Padoch, Christine, 2020. "Can rural outmigration improve household food security? Empirical evidence from Ethiopia," World Development, Elsevier, vol. 129(C).
    2. Eric Bettinger & Robert Fairlie & Anastasia Kapuza & Elena Kardanova & Prashant Loyalka & Andrey Zakharov, 2023. "Diminishing Marginal Returns to Computer‐Assisted Learning," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 42(2), pages 552-570, March.

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