Working Paper: NBER ID: w14240
Authors: Lisa Barrow; Lisa Markman; Cecilia E. Rouse
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.
Keywords: computer-aided instruction; mathematics education; randomized controlled trial; student achievement
JEL Codes: I20; J00
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Class size and absentee rates (I21) | Effectiveness of CAI on student achievement (I21) |
| Computer-aided instruction (CAI) (C88) | Student achievement in prealgebra and algebra (A21) |
| Active use of CAI (C89) | Student achievement in prealgebra and algebra (A21) |