Technology’s Edge: The Educational Benefits of Computer-Aided Instruction
Tuesday, 09 February 2010 10:53 | Written by John Cradler | 
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Title of Study: Technology’s Edge: The Educational Benefits of Computer-Aided Instruction
Author(s): L. Barrow, L. Markman & C. E. Rouse
Summary:
This study compared student learning using commercially available I CAN Learn software with traditional instruction in pre-algebra and algebra.
Sponsoring entity(s): National Bureau of Economic Research
Date conducted: 2009
Location of the study: This study was published in American Economic Journal: Economic Policy, 1(1), 52–74, and is available at http://www.nber.org/papers/w14240.
Setting(s) addressed:
* Classroom
Targeted population(s):
* Middle school
* High school
Primary sources of evidence used in the study or report:
* Pre-algebra and algebra tests developed specifically for use by this study
Primary Technology Application(s) Addressed:
* Instructional software
Major education topic(s) addressed:
* Mathematics
Major findings/conclusions:
* Students randomly assigned to computer-aided learning using I CAN Learn software scored an average of 0.17 percentile higher on a test of pre-algebra or algebra skills than students receiving traditional classroom instruction.
* Students using computer-aided learning scored higher on the state’s standardized math test in one of the three districts participating in the study.
Practical implications of the findings:
* The study’s authors hypothesize that the improved performance using I CAN Learn software might be due to the more individualized instruction received with computer-aided learning. They point out that the effect size is greater for very large class sizes or for classes with high absenteeism.
Reviewer Comments:
* The study employed a randomized controlled experimental design.
* The math tests used to measure student learning were developed specifically for use by this study. It is not known how well these tests measured progress toward state mathematics standards.
* The estimated effect size of 0.17 is small.
Title of Study: Technology’s Edge: The Educational Benefits of Computer-Aided Instruction
Author(s): L. Barrow, L. Markman & C. E. Rouse
Summary:
This study compared student learning using commercially available I CAN Learn software with traditional instruction in pre-algebra and algebra.
Sponsoring entity(s): National Bureau of Economic Research
Date conducted: 2009
Location of the study: This study was published in American Economic Journal: Economic Policy, 1(1), 52–74, and is available from the National Bureau of Economic Research.
Setting(s) addressed:
- Classroom
Targeted population(s):
- Middle school
- High school
Primary sources of evidence used in the study or report:
- Pre-algebra and algebra tests developed specifically for use by this study
Primary Technology Application(s) Addressed:
- Instructional software
Major education topic(s) addressed:
- Mathematics
Major findings/conclusions:
- Students randomly assigned to computer-aided learning using I CAN Learn software scored an average of 0.17 percentile higher on a test of pre-algebra or algebra skills than students receiving traditional classroom instruction.
- Students using computer-aided learning scored higher on the state’s standardized math test in one of the three districts participating in the study.
Practical implications of the findings:
- The study’s authors hypothesize that the improved performance using I CAN Learn software might be due to the more individualized instruction received with computer-aided learning.
- They point out that the effect size is greater for very large class sizes or for classes with high absenteeism.
Reviewer Comments:
- The study employed a randomized controlled experimental design.
- The math tests used to measure student learning were developed specifically for use by this study. It is not known how well these tests measured progress toward state mathematics standards.
- The estimated effect size of 0.17 is small.
Last Updated (Wednesday, 21 April 2010 08:23)