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ICT in education can improve students’ achievements in rural China: The role of parents, educators and authorities

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  • Zhao, Chunkai
  • Chen, Boou

Abstract

Based on a quasi-natural experiment of the Three Links Project (TLP) implemented in rural China, we explore the impact of ICT in education on students’ achievements. By using the difference-in-differences (DID) method, we find that TLP implementations result in a 3.4340-point increase in students' test scores and cognitive and noncognitive ability scores increased by 0.1631 and 0.0405 points, respectively. Results of mechanism tests show that this positive effect is explained by the improvement of teachers' efforts and enthusiasm, the increase of parental involvement in education, and positive student responses. Moreover, heterogeneity analysis results suggest that TLP implementations have a greater positive effect on achievements of some disadvantaged students, such as girls, non-only children, and those from relatively low-income families. This study highlights the benefits of ICT in education and reveals the positive role of parents, educators, and authorities in promoting student achievement and human capital accumulation. Furthermore, our findings complement the research field on educational inequity and have some insights for China and other developing countries.

Suggested Citation

  • Zhao, Chunkai & Chen, Boou, 2023. "ICT in education can improve students’ achievements in rural China: The role of parents, educators and authorities," Journal of Policy Modeling, Elsevier, vol. 45(2), pages 320-344.
    • Handle: RePEc:eee:jpolmo:v:45:y:2023:i:2:p:320-344
    DOI: 10.1016/j.jpolmod.2023.02.007
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    Cited by:

    1. Julius Jonas Mbawala & Slamet Lestari, 2024. "The Use and Challenges of ICT in Primary Schools: A Study of Selected Primary Schools in Ilala, Tanzania," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(1), pages 1797-1807, January.

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