| Abstract: |
We present results from a randomized study of a well-defined use of computers
in schools: a popular instructional computer program for pre-algebra and
algebra. We assess the program using a test designed to target pre-algebra and
algebra skills. Students randomly assigned to computer-aided instruction score
0.17 of a standard deviation higher on pre-algebra/algebra tests than students
randomly assigned to traditional instruction. We hypothesize that the
effectiveness arises from increased individualized instruction as the effects
appear larger for students in larger classes and in classes with high student
absentee rates. |