亚开行-最后一英里的学习_来自菲律宾偏远学校计算机辅助教学随机对照试验的证据（英）-2025.12_35页_683kb

Learning at the Last Mile: Evidence from a Randomized Controlled Trial of Computer-Assisted Instruction in Remote Schools of the Philippines

Core Content

This working paper presents findings from a randomized controlled trial (RCT) of computer-assisted instruction (CAI) in remote schools in the Philippines, conducted in response to the learning disruptions caused by the COVID-19 pandemic. The study, carried out in collaboration with the Department of Education (DepEd), evaluates the effectiveness of a tablet-based digital learning intervention in improving student learning outcomes, particularly in mathematics and English.

Main Objectives

• To assess whether computer-assisted instruction (CAI) can improve student learning in remote schools.
• To understand the impact of CAI on learning outcomes and how it varies across student characteristics such as internet access and baseline grit.
• To provide insights into the effectiveness of EdTech in addressing learning loss and inequities in education access and quality.

Key Findings

• The intervention involved digitized learning modules (DLMs) delivered on low-cost tablets, which were connected to school local Wi-Fi networks.
• Mathematics learning improved significantly, with:
  • Intent-to-treat (ITT) effect: 0.34 standard deviations (SD) of test scores.
  • Average treatment-on-the-treated (ATT) effect: 0.46 SD for schools that used the DLMs.
  • Schools that continued using DLMs for a second year saw an ATT effect of 1.6 SD, indicating that sustained use enhances outcomes.
• English learning outcomes were not significantly improved by the intervention.
• Students with higher baseline grit and higher baseline test scores benefited more from the intervention.
• Internet access and teacher utilization of DLMs were important factors influencing the effectiveness of the intervention.
• Paper-based modules were the dominant method of instruction during the pandemic, especially for public schools, due to limited internet and electricity access in remote areas.

Context of Last Mile Schools

• Last Mile Schools (LMSs) are geographically isolated and disadvantaged, often more than 1 hour from town centers.
• These schools face challenges such as:
  • Low connectivity.
  • Limited resources (e.g., electricity, internet, textbooks).
  • Multigrade teaching due to a shortage of teachers.
• The study aims to address these constraints through CAI, which offers interactive, adaptive, and personalized learning.

Intervention Details

• The tablet intervention was implemented in 42 LMSs across four regions: Abra, Kalinga, Bohol, and Zamboanga Sibugay.
• Tablets were provided to students in Grades 7–10.
• Local Wi-Fi networks (LANs) were installed to enable tablet connectivity.
• Solar panels with battery backup were installed to ensure server and network operation.
• The DLMs were developed to cover minimum expected learning competencies (MELCs) in English, math, and science.
• Training was provided to teachers, ICT coordinators, and principals between September 2021 and June 2023.
• The intervention was used as a supplement to in-person instruction after schools reopened in November 2022.

Methodology

• Stratified matched pair design was used for randomized assignment of the intervention.
• 21 treatment schools and 21 control schools were paired based on similar sizes within school divisions.
• Baseline data were collected from over 1,095 students in February–March 2022.
• Endline data were collected in May 2024, focusing on students who were in Grades 7 and 8 at baseline.
• Standardized test scores were calculated using item response theory (IRT) to ensure comparability across different grades and test administrations.
• Regression analyses were conducted to account for group-level dependencies and covariates such as school size, region, and student characteristics.
• A two-stage least squares (2SLS) approach was used to adjust for endogeneity and provide an unbiased estimate of the average treatment effect on the treated (ATT).

Implications

• The study highlights the potential of EdTech to improve learning outcomes in remote schools, particularly in mathematics.
• Teacher utilization and internet access are critical factors in the success of the intervention.
• Grit and baseline performance are important moderators of the effectiveness of CAI.
• The results suggest that sustained use of CAI can lead to substantial improvements in learning, especially in mathematics.
• The study provides empirical evidence for the role of EdTech in addressing learning loss and inequities in education access and quality.

Conclusion

This RCT demonstrates that computer-assisted instruction can enhance student learning in mathematics, particularly in remote schools with limited access to traditional educational resources. However, English learning was not significantly affected. The study underscores the importance of teacher engagement, internet access, and student characteristics in determining the success of EdTech interventions. It also emphasizes the need for continued support and sustained implementation to maximize the benefits of digital learning.