Computer-Assisted Instruction for Child Development: Evidence from an Educational Programme in Rural Zambia

The Journal of Development Studies, 2016

Posted: 8 Jan 2019

See all articles by Paul Winters

Paul Winters

International Fund for Agricultural Development (IFAD)

Maja Schling

affiliation not provided to SSRN

Date Written: Feburary 23, 2016

Abstract

This paper examines whether computer-assisted instruction has a positive impact on the literacy and numeracy skills of early grade students. An educational intervention implemented in Zambia integrated technology into classroom activity in order to mitigate weaknesses in teaching skills and address specific unmet student needs. Using a difference-in-difference combined with inverse propensity weights, results show that students’ numeracy and literacy skills are not significantly different from untreated community or government school students. At a third of the cost, the programme is the most cost-effective means of educating children in this poor region of Zambia.

Suggested Citation

Winters, Paul and Schling, Maja, Computer-Assisted Instruction for Child Development: Evidence from an Educational Programme in Rural Zambia (Feburary 23, 2016). The Journal of Development Studies, 2016, Available at SSRN: https://ssrn.com/abstract=3306581

Paul Winters (Contact Author)

International Fund for Agricultural Development (IFAD) ( email )

Via Paolo di Dono
Rome, 00142
Italy

Maja Schling

affiliation not provided to SSRN

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