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Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement

Author

Listed:
  • Falck, Oliver

    (University of Munich)

  • Mang, Constantin

    (University of Munich)

  • Woessmann, Ludger

    (University of Munich)

Abstract

Most studies find little to no effect of classroom computers on student achievement. We suggest that this null effect may combine positive effects of computer uses without equivalently effective alternative traditional teaching practices and negative effects of uses that substitute more effective teaching practices. Our correlated random effects models exploit within-student between-subject variation in different computer uses in the international TIMSS test. We find positive effects of using computers to look up information and negative effects of using computers to practice skills, resulting in overall null effects. Effects are larger for high-SES students and mostly confined to developed countries.

Suggested Citation

  • Falck, Oliver & Mang, Constantin & Woessmann, Ludger, 2015. "Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement," CAGE Online Working Paper Series 223, Competitive Advantage in the Global Economy (CAGE).
  • Handle: RePEc:cge:wacage:223
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    References listed on IDEAS

    as
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    Citations

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    Cited by:

    1. Ludger Woessmann, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," Journal of Economic Perspectives, American Economic Association, vol. 30(3), pages 3-32, Summer.
    2. Benjamin Faber & Rosa Sanchis-Guarner & Felix Weinhardt, 2015. "ICT and Education: Evidence from Student Home Addresses," SERC Discussion Papers 0186, Spatial Economics Research Centre, LSE.
    3. repec:ces:ifosdt:v:70:y:2017:i:17:p:17-38 is not listed on IDEAS
    4. Wiederhold, Simon & Falck, Oliver & Heimisch, Alexandra, 2015. "Returns to ICT Skills," Annual Conference 2015 (Muenster): Economic Development - Theory and Policy 112803, Verein für Socialpolitik / German Economic Association.
    5. Patricia Dinis Mota da Costa & Luisa De Sousa Lobo Borges de Araujo, 2016. "Digital Reading in PISA 2012 and ICT Uses: How do VET and General Education Students Perform?," JRC Working Papers JRC104713, Joint Research Centre (Seville site).
    6. Comi, Simona Lorena & Argentin, Gianluca & Gui, Marco & Origo, Federica & Pagani, Laura, 2017. "Is it the way they use it? Teachers, ICT and student achievement," Economics of Education Review, Elsevier, vol. 56(C), pages 24-39.
    7. repec:ces:ifosdt:v:71:y:2018:i:17:p:31-45 is not listed on IDEAS
    8. José Antonio Molina Marfil & Oscar David Marcenaro Gutierrez & Ana Martín Marcos, 2016. "Procesos de enseñanza-aprendizaje y producción educativa: un análisis de la competencia matemática," Investigaciones de Economía de la Educación volume 11,in: José Manuel Cordero Ferrera & Rosa Simancas Rodríguez (ed.), Investigaciones de Economía de la Educación 11, edition 1, volume 11, chapter 32, pages 585-604 Asociación de Economía de la Educación.
    9. Patricia Costa & Luisa Araujo, "undated". "Quality of Teaching and Learning in Science," JRC Working Papers JRC109064, Joint Research Centre (Seville site).
    10. Ralph Hippe & Luisa De Sousa Lobo Borges de Araujo & Patricia Dinis Mota da Costa, 2016. "Equity in Education in Europe," JRC Working Papers JRC104595, Joint Research Centre (Seville site).
    11. Bosio, Giulio & Origo, Federica, 2019. "Who Gains from Active Learning in Higher Education?," IZA Discussion Papers 12445, Institute of Labor Economics (IZA).

    More about this item

    Keywords

    Computers; teaching methods; student achievement; TIMSS;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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