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The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador

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  • Konstantin Büchel
  • Martina Jakob
  • Christoph Kühnhanss
  • Daniel Steffen
  • Aymo Brunetti

Abstract

This study provides evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a field experiment in Salvadoran primary schools, we evaluate three interventions that aim to improve learning in mathematics: (i) additional teacher-led classes, (ii) additional CAL classes monitored by a supervisor, and (iii) additional CAL classes instructed by a teacher. We find that CAL lessons lead to larger learning gains and are less sensitive to class size as well as student ability than teacher-centered classes. Our results highlight the value of CAL in an environment with heterogeneous classes and poorly qualified teachers.

Suggested Citation

  • Konstantin Büchel & Martina Jakob & Christoph Kühnhanss & Daniel Steffen & Aymo Brunetti, 2022. "The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador," Journal of Labor Economics, University of Chicago Press, vol. 40(3), pages 737-777.
    • Handle: RePEc:ucp:jlabec:doi:10.1086/717727
    DOI: 10.1086/717727
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    Cited by:

    1. Martina Jakob, Konstantin Buechel, Daniel Steffen, Aymo Brunetti, 2023. "Participatory Teaching Improves Learning Outcomes: Evidence from a Field Experiment in Tanzania," Diskussionsschriften dp2310, Universitaet Bern, Departement Volkswirtschaft.
    2. Cueto, Santiago & Beuermann, Diether & Cristia, Julian P. & Malamud, Ofer & Pardo, Francisco, 2024. "Laptops in the Long-Run: Evidence from the One Laptop per Child Program in Rural Peru," IDB Publications (Working Papers) 13786, Inter-American Development Bank.

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