Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not
American Economic Journal: Economic Policy · 2022 · Sabrin Beg、Waqas Halim、Adrienne Lucas、Umar Saif
中文摘要
利用在巴基斯坦中学开展的两项随机对照试验（RCT），我们表明，将简短的、由专家讲授的、基于课程的视频融入课堂体验提高了教学有效性：经过 4 个月的接触后，学生的数学和科学考试成绩提高了 0.3 个标准差，比对照组高 60%。学生和教师的出勤率均有所上升，学生通过高利害政府考试的可能性也更大。相比之下，通过个人平板电脑向学生提供类似内容使学生的成绩下降了 0.4 个标准差。两种效应的对比凸显了让教师参与的重要性，以及技术在此方面的潜力。(JEL I21, I28, J45, O15, O30)
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. (JEL I21, I28, J45, O15, O30)