We present results from a randomized study of a well-defined use of
computers in schools, a popular instructional computer program for
pre-algebra and algebra. We primarily assess the program using a
test designed to target pre-algebra and algebra skills. Students randomly
assigned to computer-aided instruction score significantly
higher on a pre-algebra and algebra test than students randomly
assigned to traditional instruction. We hypothesize that this effectiveness
arises from increased individualized instruction as the effects
appear larger for students in larger classes and in classes with high
student absentee rates. (JEL H75, I21)
Barrow, Lisa, Lisa Markman, and Cecilia Elena Rouse.
"Technology's Edge: The Educational Benefits of Computer-Aided Instruction."
American Economic Journal: Economic Policy,
State and Local Government: Health, Education, and Welfare
Analysis of Education