Teaching Teachers To Use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence

Mastery learning - the process by which students must demonstrate proficiency with a single topic before moving on - is well recognized as one of the most effective ways to learn, yet many teachers struggle or remain unsure about how to implement it into a classroom setting. This study evaluates a program to encourage greater mastery learning through technology and proactive continuous teacher support. Focusing on elementary and middle school mathematics, teachers receive weekly coaching in how to use Computer Assisted Learning (CAL) for helping students follow a customized roadmap of incremental progress. Results from two field experiments indicate significant Intent To Treat effects on math performance of 0.12 - 0.22 standard deviations. Further analysis indicates that these gains are from students in classrooms with at least an average of 35 minutes of practice per week. Teachers able to achieve high-dosage practice have a high degree of initial buy-in, a clear implementation strategy for when practice occurs, and a willingness to closely monitor progress and follow-up with struggling students.