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Student development in teacher–student interaction: Evidence from a randomized experiment in online education

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  • Wang, Chunchao
  • Wang, Yao
  • Xiao, Aiping
  • Zhang, Yaru
  • Zou, Hang

Abstract

This study conducts the first investigation of how the teacher–student interaction in online education impacts the academic achievements and personality traits of primary school students using a field experiment. Our findings indicate that adding regular interactive online recitation sessions to pure online courses leads to significant improvements in students’ exam scores, as well as increased levels of extraversion, openness, and conscientiousness. The positive effects on students’ academic achievements and personality traits can be attributed to students’ enhanced learning motivation and engagement and increased levels of parental inputs, respectively.

Suggested Citation

  • Wang, Chunchao & Wang, Yao & Xiao, Aiping & Zhang, Yaru & Zou, Hang, 2025. "Student development in teacher–student interaction: Evidence from a randomized experiment in online education," Journal of Public Economics, Elsevier, vol. 242(C).
    • Handle: RePEc:eee:pubeco:v:242:y:2025:i:c:s0047272724002214
    DOI: 10.1016/j.jpubeco.2024.105285
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    More about this item

    Keywords

    Teacher–student interaction; Online education; Academic achievements; Personality traits;
    All these keywords.

    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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