Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India

On Wednesday, February 7th, at 2.30pm the NOVAFRICA Center welcomes Abhijeet Singh, from University College London, to present his work.

Abhijeet Singh (University College London)

We present experimental evidence on the impact of a personalized technology-aided after-school instruction program on learning outcomes. Our setting is middle-school grades in urban India, where a lottery provided winning students with a voucher to cover program costs. We find that lottery winners scored 0.36 higher in math and 0.22 higher in Hindi relative to lottery losers after just 4.5-months of access to the program. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.59 and 0.36 respectively. We find similar absolute test score gains for all students, but the relative gain was much greater for academically-weaker students because their rate of learning in the control group was close to zero. We show that the program was able to effectively cater to the very wide variation in student learning levels within a single grade by precisely targeting instruction to the level of student preparation. The program was cost effective, both in terms of productivity per dollar and unit of time. Our results suggest that well-designed technology-aided instruction programs can sharply improve productivity in delivering education.

Please see the paper here.

Find more information about this seminar here.

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