Persistence of Learning Gains from Computer Assisted Learning: Experimental Evidence from China

Autor/inn/en	Mo, D.; Zhang, L.; Wang, J.; Huang, W.; Shi, Y.; Boswell, M.; Rozelle, S.
Titel	Persistence of Learning Gains from Computer Assisted Learning: Experimental Evidence from China
Quelle	In: Journal of Computer Assisted Learning, 31 (2015) 6, S.562-581 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12106
Schlagwörter	Computer Assisted Instruction; Achievement Gains; Foreign Countries; Outcomes of Education; Rural Schools; Boarding Schools; Mathematics Achievement; Scores; Grade 3; Grade 5; Males; Females; Academic Achievement; Cluster Grouping; Heterogeneous Grouping; China + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Achievement gain; Leistungssteigerung; Ausland; Lernleistung; Schulerfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Boarding school; Internat; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Male; Männliches Geschlecht; Weibliches Geschlecht; Schulleistung; Eingruppierung
Abstract	Computer assisted learning (CAL) programs have been shown to be effective in improving educational outcomes. However, the existing studies on CAL have almost all been conducted over a short period of time. There is very little evidence on how the impact evolves over time. In response, we conducted a clustered randomized experiment involving 2741 boarding students in 72 rural schools in China to evaluate impacts of CAL programs over the long term. Our results indicate that a CAL program that was implemented for one year and a half increased math scores by 0.25 standard deviations for third graders and 0.26 standard deviations for fifth graders. In addition, we have shown that students gained in math learning in both CAL Phase I (which ran for one semester in spring 2011) and CAL Phase II (which ran for both semesters of the 2011-2012 academic year) programs. By testing for heterogeneous effects, we find that the CAL intervention worked well for both the poorer performing and better performing students in the third and fifth grades. We also find that the third grade girls seem to have improved more than the boys in math in the short term (CAL Phase I). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01