Can technology improve the classroom experience in primary education? An African experiment on a worldwide program
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...
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| Published in | Journal of development economics Vol. 164; p. 103145 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier B.V
01.09.2023
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0304-3878 1872-6089 |
| DOI | 10.1016/j.jdeveco.2023.103145 |
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| Abstract | 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. |
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| AbstractList | 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. |
| ArticleNumber | 103145 |
| Author | Cardim, Joana Vicente, Pedro C. Molina-Millán, Teresa |
| Author_xml | – sequence: 1 givenname: Joana surname: Cardim fullname: Cardim, Joana email: joana.cardimdias@epi.org.uk organization: Education Policy Institute, United Kingdom – sequence: 2 givenname: Teresa surname: Molina-Millán fullname: Molina-Millán, Teresa email: teresa.molina@ua.es organization: NOVAFRICA, Portugal – sequence: 3 givenname: Pedro C. orcidid: 0000-0002-9864-5012 surname: Vicente fullname: Vicente, Pedro C. email: pedro.vicente@novasbe.pt organization: NOVAFRICA, Portugal |
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| Keywords | Primary education O12 Angola Field experiment, RCT Africa I21 Computer-assisted learning CAL |
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| Title | Can technology improve the classroom experience in primary education? An African experiment on a worldwide program |
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