Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not
American Economic Journal: Economic Policy
vol. 14,
no. 2, May 2022
(pp. 61-90)
(Complimentary)
Abstract
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, providing similar content to students on personal tablets decreased student 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.Citation
Beg, Sabrin, Waqas Halim, Adrienne M. Lucas, and Umar Saif. 2022. "Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not." American Economic Journal: Economic Policy, 14 (2): 61-90. DOI: 10.1257/pol.20200713Additional Materials
JEL Classification
- I21 Analysis of Education
- I28 Education: Government Policy
- J45 Public Sector Labor Markets
- O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
- O30 Innovation; Research and Development; Technological Change; Intellectual Property Rights: General
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