The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador
通过萨尔瓦多小学的随机对照试验，比较了教师授课、技术监督下的计算机辅助学习（CAL）和教师指导的CAL三种数学教学方式，发现CAL比传统教学更能提升学生数学技能，且教师对软件效果贡献不大。
This study provides novel evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students' mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the effectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualified teachers.