Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/228894 
Erscheinungsjahr: 
2020
Schriftenreihe/Nr.: 
Discussion Papers No. 20-06
Verlag: 
University of Bern, Department of Economics, Bern
Zusammenfassung: 
This study provides novel evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students' mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the effectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualified teachers.
Schlagwörter: 
computer-assisted learning
productivity in education
primary education
teacher content knowledge
JEL: 
C93
I21
J24
O15
Dokumentart: 
Working Paper

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