Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not

• 成果类型: Article
• 署名作者: Beg, Sabrin; Halim, Waqas; Lucas, Adrienne M.; Saif, Umar
• 署名单位: University of Delaware; National Bureau of Economic Research
• 刊物名称: AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY
• ISSN/ISSBN: 1945-7731
• DOI: 10.1257/pol.20200713
• 发表日期: 2022
• 页码: 61-90
• 关键词: education experimental-evidence; randomized experiment; academic-achievement; one laptop; performance; schools; incentives; textbooks; outcomes; QUALITY

摘要

Using two RCTs in middle schools in Pakistan, we show that brief, expert-led, curriculum-based videos integrated into the classroom experience improved teaching effectiveness: student test scores in math and science increased by 0.3 standard deviations, 60 percent more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the high-stakes government exams. By contrast, pro-viding similar content to students on personal tablets decreased stu-dent scores by 0.4 SD. The contrast between the two effects shows the importance of engaging teachers and the potential for technology to do so.