Can technology overcome social disadvantage and improve learning outcomes? Evidence from a largescale experiment in India

Description

Poor learning outcomes in developing countries are largely attributed to the low quality of teaching inputs in schools, primarily due to a shortage of adequately trained teachers and widespread teacher absenteeism. Computer technology can be used to address these deficiencies and provide high-quality educational content, even in schools located in remote areas. We conduct a large-scale randomized field experiment across 1,823 rural government schools in Karnataka, India, where satellite–terrestrial technology is used to broadcast additional interactive classes in English, mathematics, and science. The results show that this intervention has a positive impact on student performance, as measured through standardized tests in all three subjects. The improvement is most significant in science compared to English and mathematics. The impact of the intervention is highest among socially disadvantaged students, particularly girls from these groups. We also find that schools with past performance levels around or below the median tend to benefit the most from the program.

Publication Date

1-1-2015

Keywords

Information and communication technology, ICT, Field experiment, Education, Computer technology, Government policy

Conference

11th Annual Conference on Economic Growth and Development, 17-19 December, 2015, ISI Delhi

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