Which Students Benefit from Independent Practice? Experimental Evidence from a Math Software in Private Schools in India

Autor/inn/en	de Barros, Andreas; Ganimian, Alejandro J.; Venkatachalam, Anuja
Titel	Which Students Benefit from Independent Practice? Experimental Evidence from a Math Software in Private Schools in India
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 2, S.279-301 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Barros, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.2005203
Schlagwörter	Independent Study; Computer Software; Computer Assisted Instruction; Private Schools; Comparative Analysis; Mathematics Education; Mathematics Achievement; Advantaged; Developing Nations; Units of Study; Educational Benefits; Peer Groups; Foreign Countries; Indians; Elementary School Students; Grade 4; Grade 5; Grade 6; Grade 7 + Suchen Sie Ihr Suchwort? Selbststudium; Computer based training; Computerunterstützter Unterricht; Private school; Privatschule; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Developing country; Developing countries; Entwicklungsland; Lerneinheit; Bildungsertrag; Gleichaltrigengruppe; Peer Group; Ausland; Inder; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	This study is one of the first evaluations of independent (i.e., self-guided) practice in math in a developing country. We randomly assigned 4,461 students in grades 4-7 in "unaided" private schools across seven Indian cities who were using a computer-assisted learning software to: (a) a control group, in which they moved from one unit to the next upon completion; or (b) a treatment group, in which they had to complete practice exercises before progressing to the next topic. After six months, the additional practice had a precisely estimated null effect on the math achievement of the average student. However, treatment students with low initial performance outperformed their control counterparts by 0.14 standard deviations (SDs). Our results suggest that independent practice may help private-school students from relatively well-off families in need of catching up with their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01