The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment
Abstract
:1. Introduction
2. Materials and Methods
2.1. Sampling
2.2. Randomization and Attrition
2.3. Experimental Intervention
2.4. Data Collection
2.5. Statistical Methods
3. Results
3.1. Impact of the in-Home CAL Intervention on Student Performance Using Intention-to-Treat Analysis
3.2. Compliance Problems
3.3. Impact of the in-Home CAL Intervention on Student Performance Using Average Treatment Effects on the Treated Analysis
4. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Variable | Treatment (N = 507) Mean (SD) | Control (N = 220) Mean (SD) | Difference Between the Treatment and Control | p-Value | |
---|---|---|---|---|---|
Student characteristics | |||||
[1] | Baseline math score a | 0.09 (1.09) | 0.02 (0.92) | −0.062 | 0.48 |
[2] | Gender | 0.49 (0.50) | 0.46 (0.49) | −0.03 | 0.42 |
[3] | Age (years) | 10.6 (0.78) | 10.6 (0.77) | 0.02 | 0.66 |
Family characteristics | |||||
[4] | Father is Yuanzhumin | 0.62 (0.49) | 0.69 (0.46) | 0.07 | 0.09 |
[5] | Mother is Yuanzhumin | 0.62 (0.49) | 0.66 (0.48) | 0.04 | 0.40 |
[6] | Having computer and internet at home | 0.99 (0.08) | 1.00 (0.00) | 0.01 | 0.25 |
[7] | Family asset index | 0.67 (1.04) | 0.59 (1.17) | −0.09 | 0.32 |
[8] | Only child | 0.08 (0.28) | 0.09 (0.29) | 0.01 | 0.62 |
[9] | Father with educational years ≥ 9 years | 0.79 (0.41) | 0.72 (0.45) | −0.07 ** | 0.05 |
[10] | Mother with educational years ≥ 9 years | 0.78 (0.41) | 0.74 (0.44) | −0.05 | 0.17 |
[11] | Father living together | 0.72 (0.45) | 0.68 (0.49) | −0.05 | 0.20 |
[12] | Mother living together | 0.81 (0.39) | 0.76 (0.43) | −0.05 | 0.13 |
[13] | Family tutoring | 0.62 (0.49) | 0.60 (0.49) | −0.02 | 0.63 |
Variable | Differences between Attrited Students and Non-Attrited Students | Differences between Treatment Students and Control Students Before Attrition | Differences between Treatment Students and Control Students After Attrition | |
---|---|---|---|---|
[1] | Standardized baseline math test score (standard deviation) | −0.01 (0.01) | 0.01 (0.02) | 0.03 (0.02) |
[2] | Gender (1 = female; 0 = male) | 0.04 ** (0.02) | 0.03 (0.04) | 0.03 (0.04) |
[3] | Age (years) | −0.02 (0.02) | −0.01 (0.03) | −0.04 (0.03) |
[4] | Yuanzhumin_father (1 = father is Yuanzhumin; 0 = father isn’t Yuanzhumin) | 0.07 ** (0.03) | −0.08 * (0.05) | −0.08 (0.06) |
[5] | Yuanzhumin_mother (1 = mother is Yuanzhumin; 0 = mother isn’t Yuanzhumin) | −0.04 (0.03) | −0.03 (0.04) | −0.01 (0.05) |
[6] | Computer use (1 = ever used computer; 0 = never used computer) | −0.13 (0.17) | −0.26 (0.29) | −0.26 (0.36) |
[7] | Family asset index | −0.01 (0.01) | 0.02 (0.02) | 0.01 (0.02) |
[8] | Only child (1 = yes; 0 = no) | −0.01 (0.04) | −0.05 (0.07) | −0.09 (0.08) |
[9] | Father has junior high school or higher degrees (1 = yes; 0 = no) | 0.02 (0.03) | 0.10 ** (0.05) | 0.06 (0.05) |
[10] | Mother has junior high school or higher degrees (1 = yes; 0 = no) | −0.01 (0.03) | 0.06 (0.05) | 0.06 (0.05) |
[11] | If father lives at home (1 = yes; 0 = no) | 0.01 (0.02) | 0.05 (0.04) | 0.02 (0.05) |
[12] | If Mother lives at home (1 = yes; 0 = no) | −0.01 (0.03) | 0.08 * (0.05) | 0.11 * (0.06) |
[13] | Any family helps tutor homework (1 = yes;0 = no) | 0.01 (0.02) | 0.04 (0.04) | 0.03 (0.05) |
[14] | Observations | N = 727 | N = 727 | N = 452 |
After One Semester | After Two Semesters | |||||
---|---|---|---|---|---|---|
Math Test Score (1) | Math Test Score (2) | Math Test Score (3) | Math Test Score (4) | Math Test Score (5) | Math Test Score (6) | |
(1) Treatment (1 = treatment group; 0 = control group) | 0.08 (0.08) | 0.12 (0.08) | 0.08 (0.08) | 0.15 (0.10) | 0.22 *** (0.08) | 0.20 *** (0.08) |
(2) Baseline value of math test score | 0.54 *** (0.04) | 0.46 *** (0.04) | 0.60 *** (0.05) | 0.40 *** (0.04) | 0.40 ** (0.04) | 0.51 *** (0.05) |
(3) School dummy variables | N | Y | Y | N | Y | Y |
(4) Other control variables | N | N | Y | N | N | Y |
(5) Observations | 452 | 452 | 452 | 452 | 452 | 452 |
(6) R-squared | 0.32 | 0.48 | 0.58 | 0.18 | 0.49 | 0.59 |
Variable | Compliance | Non-Compliance | Difference between Non-Compliance and Compliance | p-Value | |
---|---|---|---|---|---|
Student characteristics | |||||
[1] | Standardized baseline math test score (standard deviation) | 0.24 (1.18) | −0.01 (1.00) | −0.31 ** | 0.01 |
[2] | Standardized midline math test score (standard deviation) | 0.27 (0.99) | −0.04 (1.05) | −0.30 *** | 0.00 |
[3] | Standardized endline math test score (standard deviation) | 0.34 (0.97) | 0.01 (1.02) | −0.32 *** | 0.01 |
[4] | Gender (1 = female; 0 = male) | 0.55 (0.50) | 0.46 (0.50) | −0.08 * | 0.10 |
[5] | Age (years) | 10.62 (0.74) | 10.60 (0.79) | −0.02 | 0.79 |
[6] | Yuanzhumin_father (1 = father is Yuanzhumin; 0 = father isn’t Yuanzhumin) | 0.57 (0.50) | 0.68 (0.47) | 0.11 ** | 0.04 |
[7] | Yuanzhumin_mother (1 = mother is Yuanzhumin; 0 = mother isn’t Yuanzhumin) | 0.61 (0.49) | 0.63 (0.49) | 0.01 | 0.80 |
[8] | Computer use (1 = ever used computer; 0 = never used computer) | 1.00 (0.07) | 1.00 (0.08) | −0.00 | 0.78 |
Family characteristics | |||||
[9] | Family asset index | 0.74 (0.95) | 0.59 (1.07) | −0.08 | 0.44 |
[10] | Only child (1 = yes; 0 = no) | 0.08 (0.27) | 0.09 (0.29) | 0.01 | 0.75 |
[11] | Father has junior high school or higher degrees (1 = yes; 0 = no) | 0.74 (0.44) | 0.82 (0.39) | 0.08 * | 0.06 |
[12] | Mother has junior high school or higher degrees (1 = yes; 0 = no) | 0.77 (0.42) | 0.80 (0.40) | 0.03 | 0.55 |
[13] | Father doesn’t live at home (1 = yes; 0 = no) | 0.70 (0.45) | 0.75 (0.44) | 0.04 | 0.44 |
[14] | Mother doesn’t live at home (1 = yes; 0 = no) | 0.81 (0.39) | 0.83 (0.37) | 0.02 | 0.64 |
[15] | Any family helps tutor homework (1 = yes; 0 = no) | 0.58 (0.49) | 0.62 (0.49) | 0.04 | 0.43 |
[16] | Observations | 221 | 121 | 342 |
Variables | After One Semester | After Two Semesters | |||
---|---|---|---|---|---|
(1) Math Score at Midline | (2) Math Score at Midline | (3) Math Score at Endline | (4) Math Score at Endline | ||
[1] | login_yesno | 0.16 (0.16) | 0.15 (0.17) | 0.28 (0.17) | 0.36 ** (0.08) |
[2] | Math score at baseline | 0.54 *** (0.11) | 0.59 ** (0.06) | 0.40 *** (0.10) | 0.51 *** (0.05) |
[3] | Gender (1 = female; 0 = male) | 0.09 (0.08) | 0.11 (0.09) | ||
[4] | Age (years) | −0.02 (0.06) | 0.03 (0.06) | ||
[5] | Yuanzhumin_father (1 = father is Yuanzhumin; 0 = father isn’t Yuanzhumin) | −0.20 * (0.11) | 0.11 (0.11) | ||
[6] | Yuanzhumin_mother (1 = mother is Yuanzhumin; 0 = mother isn’t Yuanzhumin) | −0.04 (0.10) | −0.15 (0.10) | ||
[7] | Computer use (1 = ever used computer; 0 = never used computer) | −0.54 (0.35) | −0.26 (0.25) | ||
[8] | Family asset index | 0.07 * (0.04) | 0.08 ** (0.04) | ||
[9] | Only child (1 = yes; 0 = no) | −0.15 (0.14) | −0.29 ** (0.15) | ||
[10] | Father has junior high school or higher degrees (1 = yes; 0 = no) | 0.01 (0.11) | 0.07 (0.12) | ||
[11] | Mother has junior high school or higher degrees (1 = yes; 0 = no) | 0.21 ** (0.10) | 0.07 (0.11) | ||
[12] | Father doesn’t live at home (1 = yes; 0 = no) | 0.04 (0.09) | 0.14 (0.10) | ||
[13] | Mother doesn’t live at home (1 = yes; 0 = no) | −0.12 (0.11) | 0.22 * (0.12) | ||
[14] | Any family helps tutor homework (1 = yes; 0 = no) | 0.01 (0.08) | 0.07 (0.09) | ||
[15] | School dummies | Y | Y | ||
[16] | Observations | 452 | 452 | 452 | 452 |
[17] | R-squared | 0.33 | 0.58 | 0.18 | 0.59 |
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Tang, B.; Ting, T.-T.; Wu, C.-I.; Ma, Y.; Mo, D.; Hung, W.-T.; Rozelle, S. The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment. Sustainability 2020, 12, 10092. https://doi.org/10.3390/su122310092
Tang B, Ting T-T, Wu C-I, Ma Y, Mo D, Hung W-T, Rozelle S. The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment. Sustainability. 2020; 12(23):10092. https://doi.org/10.3390/su122310092
Chicago/Turabian StyleTang, Bin, Te-Tien Ting, Chyi-In Wu, Yue Ma, Di Mo, Wei-Ting Hung, and Scott Rozelle. 2020. "The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment" Sustainability 12, no. 23: 10092. https://doi.org/10.3390/su122310092
APA StyleTang, B., Ting, T. -T., Wu, C. -I., Ma, Y., Mo, D., Hung, W. -T., & Rozelle, S. (2020). The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment. Sustainability, 12(23), 10092. https://doi.org/10.3390/su122310092