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Technology's Edge: The Educational Benefits of Computer-Aided Instruction

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Listed:
  • Lisa Barrow

    (Federal Reserve Bank of Chicago)

  • Lisa Markman

    (Princeton University)

  • Cecilia Rouse

    (Princeton University and NBER)

Abstract

We present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program for pre-algebra and algebra. We assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score 0.17 of a standard deviation higher on pre-algebra/algebra tests than students randomly assigned to traditional instruction. We hypothesize that the effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates.

Suggested Citation

  • Lisa Barrow & Lisa Markman & Cecilia Rouse, 2008. "Technology's Edge: The Educational Benefits of Computer-Aided Instruction," Working Papers 1060, Princeton University, School of Public and International Affairs, Education Research Section..
  • Handle: RePEc:pri:edures:27
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    References listed on IDEAS

    as
    1. Abhijit V. Banerjee & Shawn Cole & Esther Duflo & Leigh Linden, 2007. "Remedying Education: Evidence from Two Randomized Experiments in India," The Quarterly Journal of Economics, Oxford University Press, vol. 122(3), pages 1235-1264.
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    More about this item

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I20 - Health, Education, and Welfare - - Education - - - General

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