Can technology improve the classroom experience in primary education? An African experiment on a worldwide program

• Published in: Journal of development economics Vol. 164; p. 103145
• Main Authors: Cardim, Joana, Molina-Millán, Teresa, Vicente, Pedro C.
• Format: Journal Article
• Language: English
• Published: Elsevier B.V 01.09.2023
• Subjects: Africa; Angola; CAL; Computer-assisted learning; Field experiment, RCT; Primary education; Primary education; O12; Angola; Field experiment, RCT; Africa; I21; Computer-assisted learning; CAL
• ISSN: 0304-3878; 1872-6089
• DOI: 10.1016/j.jdeveco.2023.103145

Primary school coverage has been increasing in most developing countries. Yet, it has not been accompanied by significant improvements in learning indicators. We implemented a randomized experiment in Angola around the introduction of ProFuturo, a worldwide educational program. The program includes a Computer-assisted Learning (CAL) software directed at improving the regular classroom experience. One year after the program started, we find higher familiarity with technology. Teachers miss fewer days of classes and implement better teaching practices. Students become more interested in learning and pro-social. Finally, the program improves students’ test scores but only in the most popular subject in the CAL platform. •We study ProFuturo, a Computer-assisted Learning (CAL) program, in Luanda, Angola.•It targets primary education and aims to improve the regular classroom experience.•One year into the program, teachers miss fewer classes and improve their teaching.•Students become more interested in learning and pro-social.•Students’ test scores improve but only in the most popular subject in ProFuturo.