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	Persistence of learning gains from computer assisted learning: Experimental evidence from China
	Mo D.; Zhang, L.; Wang, J.; Huang, W.; Shi, Y.; Boswell, M.; Rozelle, S.
	2015
关键词	Computer assisted learning persistence of learning gains randomized experiment rural China academic-performance instruction environment motivation education students program schools
英文摘要	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).
出处	Journal of Computer Assisted Learning
卷	31
期	6
页	562-581
语种	英语
ISSN号	0266-4909
DOI标识	10.1111/jcal.12106
内容类型	SCI/SSCI论文
源URL	[http://ir.igsnrr.ac.cn/handle/311030/43485]
专题	地理科学与资源研究所_历年回溯文献
推荐引用方式 GB/T 7714	Mo D.,Zhang, L.,Wang, J.,et al. Persistence of learning gains from computer assisted learning: Experimental evidence from China. 2015.

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