Template-type: ReDIF-Paper 1.0
Author-Name: Perera, Marcelo
Author-Email: perera@cinve.org.uy 
Author-Workplace-Name: CINVE, and Facultad de Ciencias Económicas y Administración,
	 Universidad de la República de Uruguay
Author-Name: Aboal, Diego
Author-Email: aboal@cinve.org.uy
Author-Workplace-Name: Facultad de Ciencias Económicas y Administración,
	 Universidad de la República de Uruguay, and Universidad ORT Uruguay
Title: The impact of a mathematics computer-assisted learning platform on students' 
	 mathematics test scores
Abstract: Since 2013, the Uruguayan educational system has been using an online 
	 adaptive learning tool for mathematics: The Mathematics Adaptive 
	 Platform (PAM for its Spanish acronym). PAM's content has been adapted 
	 to the national curriculum and it is a tool that - based on an analysis 
	 of students' experiences - offers personalised feedback according to 
	 each student's skill level. The use of PAM has been spreading throughout 
	 the education system. By 2016, approximately half of all students in 3rd 
	 through 6th grades of primary education had used the platform. The 
	 purpose of this study is to identify the effect of the use of PAM on the 
	 test score gain in mathematics based on longitudinal data from a sample 
	 of students in primary education. The results show a positive effect of 
	 0.2 standard deviations on mathematics test scores. Results also show 
	 that the impact of PAM increases as the socioeconomic status of students 
	 decreases. There is no heterogeneous impact by gender. This is the first 
	 evidence at a country-wide level of the impact of a pedagogical tool of 
	 this type.
Classification-JEL: I21, I28
Keywords: Evaluation of Computer Assisted Learning systems, Mathematics, Uruguay  
Series: UNU-MERIT Working Papers
Creation-Date: 20190312
Number: 2019-007
File-URL: https://unu-merit.nl/publications/wppdf/2019/wp2019-007.pdf
File-Format: application/pdf
File-Size: 275 Kb
Handle: RePEc:unm:unumer:2019007