2021/10/21 by Konstantin Büchel, Martina Jakob, Christoph Kühnhanss +2
Computer Science · Social Sciences · #Online Learning and Analytics #Online and Blended Learning
paper · doi:10.1086/717727
openalex publication_date 2021/10/21 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/15
This study provides evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a field experiment in Salvadoran primary schools, we evaluate three interventions that aim to improve learning in mathematics: (i) additional teacher-led classes, (ii) additional CAL classes monitored by a supervisor, and (iii) additional CAL classes instructed by a teacher. We find that CAL lessons lead to larger learning gains and are less sensitive to class size as well as student ability than teacher-centered classes. Our results highlight the value of CAL in an environment with heterogeneous classes and poorly qualified teachers.