Item history (LFriese, Fri Feb 17 2023 11:11:36 GMT+0000 (GMT))

TY - RPRT
TI - The relative eﬀectiveness of teachers and learning software: Evidence from a field experiment in El Salvador
AU - Buchel, Konstantin
AU - Jakob, Martina
AU - Kuhnhanss, Christoph
AU - Steﬀen, Daniel
AU - Brunetti, Aymo
T2 - University of Bern Social Sciences Working Papers
AB - 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.
CY - Switzerland
DA - 2020///
PY - 2020
DP - Zotero
SP - 43
LA - en
PB - University of Bern
SN - 36
UR - https://ideas.repec.org/p/bss/wpaper/36.html
KW - ⛔ No DOI found
KW - Quality: H
KW - Relevance: H
ER -

TY - RPRT
TI - The relative effectiveness of teachers and learning software: Evidence from a field experiment in El Salvador
AU - Büchel, Konstantin
AU - Jakob, Martina
AU - Kühnhanss, Christoph
AU - Steffen, Daniel
AU - Brunetti, Aymo
T2 - University of Bern Social Sciences Working Papers
AB - 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.
DA - 2020///
PY - 2020
DP - ideas.repec.org
LA - en
PB - University of Bern, Department of Social Sciences
SN - 36
ST - The Relative Effectiveness of Teachers and Learning Software
UR - https://ideas.repec.org/p/bss/wpaper/36.html
Y2 - 2021/02/03/14:22:06
L1 - http://repec.sowi.unibe.ch/files/wp36/Buechel_etal_2020_CAL.pdf
L2 - https://ideas.repec.org/p/bss/wpaper/36.html
KW - primary education
KW - computer-assisted learning
KW - productivity in education
KW - teacher content knowledge
ER -

group: 2405685

itemKey: CTWU7VNK

itemKeyOld: F2XBIBS4

item.extra: KerkoCite.ItemAlsoKnownAs: 2339240:URIKLIDV 2405685:CTWU7VNK

itemOLD.extra: Publication Title: University of Bern Social Sciences Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:QBLAB2G4 2405685:F2XBIBS4