The effectiveness of a computer-assisted math learning program.
Computer-assisted instruction ( CAI) programs are considered as a way to improve learning outcomes of students. However, little is known on the schools who implement such programs as well as on the effectiveness of similar information and communication technology programs. We provide a literature re...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 4; pp. 314 - 330 |
|---|---|
| Autores principales: | , , |
| Formato: | review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2015
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109824230&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109824230 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2015 vid: 31 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109824230 108376657 10.1111/jcal.12090 109824230 ppf: 314 ppct: 16 formats: tig: atl: The effectiveness of a computer-assisted math learning program. aug: au: De Witte, K. Haelermans, C. Rogge, N. affil: Faculty of Business and Economics, Katholieke Universiteit Leuven (KULeuven); TIER, Faculty of Economics and Business, Maastricht University sug: subj: Computer-Assisted Instruction Utilization Outcomes of Education Mathematics Education Netherlands Educational Technology Utilization Information Technology Education, Non-Traditional Psychosocial Factors Students, Middle School Netherlands Descriptive Statistics Funding Source ab: Computer-assisted instruction ( CAI) programs are considered as a way to improve learning outcomes of students. However, little is known on the schools who implement such programs as well as on the effectiveness of similar information and communication technology programs. We provide a literature review that pays special attention to the existing causal evidence of computer-assisted programs on learning outcomes. The paper relies on a rich data set consisting of (i) pupil-level information on the use of a Dutch computer-assisted program and (ii) detailed school-level information on, among others, outcomes on national exams. The results suggest that schools with lower educational attainments use more frequently CAI programs. This suggests that they use CAI programs to catch up on learning outcomes. Moreover, using an instrumental variable design, we argue that given the participation in the CAI program, making more exercises leads to higher test results. Working with a CAI program seems therefore effective. pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|