DOES COMPUTER-ASSISTED LEARNING ENHANCE MATHEMATICS PERFORMANCE? EVIDENCE FOR SPAIN
Keywords:Mathematics, ICT, Spain, Academic Performance, PISA, Spillovers
This paper analyses whether the Programme School 2.0 introduced in 2009 has improved the mathematics performance of the students affected by it using data from PISA 2009 and PISA 2012. It does not appear that the extraordinary investment in computer equipment carried out in schools in the study period (2009-2012) has led to improved academic performance. In fact, the number of computers per student in 2012 has a significant and negative effect on Mathematics scores for all students (non-repeaters: -114.17 points, 1-year repeaters: -42.22 points, and 2-year repeaters: -88.56 points, respectively): -88.56 points, respectively). The results of the assessment in Mathematics using computer procedures (CBA module) reveal that participation in School 2.0 has not managed to increase the Mathematics-CBA score (-3.15 points among non-repeating students who use the computer to do homework 1-2 times/week and -48.35 among those who have a computer/tablet at the school). In this sense, the use of school computers should be examined in greater depth. As a positive and encouraging note, the Programme School 20. may have led to the development of other social or even ‘solidarity’ skills, as evidenced by a greater propensity to comment on aspects of the Mathematics subject or to help other classmates and friends with Mathematics.
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