Technology in the Classroom and Learning in Secondary Schools

This paper studies the impact of a computer-assisted learning program on learning outcomes among high school students in The Gambia. The program uses innovative technologies and teaching approach to facilitate the teaching of mathematics and scienc...

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Main Authors:	Blimpo, Moussa P., Gajigo, Ousman, Owusu, Solomon, Tomita, Ryoko, Xu, Yanbin
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2020
Subjects:	SECONDARY EDUCATION TECHNOLOGY COMPUTER-ASSISTED LEARNING PEDAGOGY LEARNING OUTCOMES EDUCATION QUALITY
Online Access:	http://documents.worldbank.org/curated/en/633851592851795535/Technology-in-the-Classroom-and-Learning-in-Secondary-Schools http://hdl.handle.net/10986/33983

id	okr-10986-33983
recordtype	oai_dc
spelling	okr-10986-339832022-09-20T00:11:46Z Technology in the Classroom and Learning in Secondary Schools Blimpo, Moussa P. Gajigo, Ousman Owusu, Solomon Tomita, Ryoko Xu, Yanbin SECONDARY EDUCATION TECHNOLOGY COMPUTER-ASSISTED LEARNING PEDAGOGY LEARNING OUTCOMES EDUCATION QUALITY This paper studies the impact of a computer-assisted learning program on learning outcomes among high school students in The Gambia. The program uses innovative technologies and teaching approach to facilitate the teaching of mathematics and science. Since the pilot schools were not randomly chosen, the study first used administrative and survey data, including a written test, to build a credible counterfactual of comparable groups of control students. It used these data to conduct a pre-analysis plan prior to students taking the high-stakes certification exam. The study later used the certification exam data on the same students to replicate the results. The findings show that the program led to a 0.59 standard deviation gains in mathematics scores and an increase of 15 percentage points (a threefold increase) in the share of students who obtained credit in mathematics and English, a criterion for college admission in The Gambia. The impact is concentrated among high-achieving students at the baseline, irrespective of their gender or socioeconomic background. 2020-06-25T14:41:07Z 2020-06-25T14:41:07Z 2020-06 Working Paper http://documents.worldbank.org/curated/en/633851592851795535/Technology-in-the-Classroom-and-Learning-in-Secondary-Schools http://hdl.handle.net/10986/33983 English Policy Research Working Paper;No. 9288 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Gambia, The
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	SECONDARY EDUCATION TECHNOLOGY COMPUTER-ASSISTED LEARNING PEDAGOGY LEARNING OUTCOMES EDUCATION QUALITY
spellingShingle	SECONDARY EDUCATION TECHNOLOGY COMPUTER-ASSISTED LEARNING PEDAGOGY LEARNING OUTCOMES EDUCATION QUALITY Blimpo, Moussa P. Gajigo, Ousman Owusu, Solomon Tomita, Ryoko Xu, Yanbin Technology in the Classroom and Learning in Secondary Schools
geographic_facet	Africa Gambia, The
relation	Policy Research Working Paper;No. 9288
description	This paper studies the impact of a computer-assisted learning program on learning outcomes among high school students in The Gambia. The program uses innovative technologies and teaching approach to facilitate the teaching of mathematics and science. Since the pilot schools were not randomly chosen, the study first used administrative and survey data, including a written test, to build a credible counterfactual of comparable groups of control students. It used these data to conduct a pre-analysis plan prior to students taking the high-stakes certification exam. The study later used the certification exam data on the same students to replicate the results. The findings show that the program led to a 0.59 standard deviation gains in mathematics scores and an increase of 15 percentage points (a threefold increase) in the share of students who obtained credit in mathematics and English, a criterion for college admission in The Gambia. The impact is concentrated among high-achieving students at the baseline, irrespective of their gender or socioeconomic background.
format	Working Paper
author	Blimpo, Moussa P. Gajigo, Ousman Owusu, Solomon Tomita, Ryoko Xu, Yanbin
author_facet	Blimpo, Moussa P. Gajigo, Ousman Owusu, Solomon Tomita, Ryoko Xu, Yanbin
author_sort	Blimpo, Moussa P.
title	Technology in the Classroom and Learning in Secondary Schools
title_short	Technology in the Classroom and Learning in Secondary Schools
title_full	Technology in the Classroom and Learning in Secondary Schools
title_fullStr	Technology in the Classroom and Learning in Secondary Schools
title_full_unstemmed	Technology in the Classroom and Learning in Secondary Schools
title_sort	technology in the classroom and learning in secondary schools
publisher	World Bank, Washington, DC
publishDate	2020
url	http://documents.worldbank.org/curated/en/633851592851795535/Technology-in-the-Classroom-and-Learning-in-Secondary-Schools http://hdl.handle.net/10986/33983
_version_	1764479934078648320

Technology in the Classroom and Learning in Secondary Schools

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