Persistence of learning gains from computer assisted learning: Experimental evidence from China.
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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 6; pp. 562 - 582 |
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| Autores principales: | , , , , , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2015
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| 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=111357708&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 111357708 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2015 vid: 31 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 111357708 111357708 111357708 10.1111/jcal.12106 111357708 ppf: 562 ppct: 20 formats: tig: atl: Persistence of learning gains from computer assisted learning: Experimental evidence from China. aug: au: Mo, D. Zhang, L. Wang, J. Huang, W. Shi, Y. Boswell, M. Rozelle, S. affil: Stanford University, Stanford California, USA sug: subj: Computer-Assisted Instruction Utilization Mathematics Education Software Academic Performance Evaluation China Human Sex Factors Male Female Child Pretest-Posttest Control Group Design Random Sample Aptitude Tests Effect Size Rural Areas Descriptive Statistics Data Analysis Software Outcomes of Education Child: 6-12 years Male Female ab: 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). pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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