Can Information Technology Promote Academic Performance of School-aged Children? An Empirical Study Based on CEPS
Journal Title: Best Evidence in Chinese Education - Year 2019, Vol 2, Issue 2
Abstract
It is inconclusive whether the information technology can promote academic performance of school-aged children. Based on the China Education Panel Survey data provided by the NSRC, we used the method of quasi-experimental of propensity score matching to discuss the net effect of information technology on academic achievements. We found that: i) A significant difference existed in the academic performance between urban and rural school-aged children. The urban students were superior to those from the rural areas, whereas no positive correlation was found between the educational level and family economic condition; ii) Family human capital stock and family size (single child families) were positively correlated with internet usage, but the academic pressure reduced the probability of family Internet usage; iii) PSM revealed the negative impact of information technology on students’ achievements when stratified into urban versus rural, and poverty versus non-poverty. The improvement of Chinese and English was realized indirectly by changing reading habits, while mathematics was directly by taking effective learning time. Our findings implied that a three-party linkage among the government, the school, and the family is required to emphasize the instrumental rationality of the information technology, promote the formation of the Internet learning preference, and support the development of the information technology hardware.
Authors and Affiliations
Chao Fang, Bin Huang
Keywords
Related Articles
- EP ID EP677976
- DOI 10.15354/bece.19.ar1045
- Views 210
- Downloads 1
An Empirical Study on the Data Analytics-based Self-Regulated Learning Scaffolding Model for Primary Students
In the age of Internet Plus, the deep integration of information technology into education and individualized instruction have become a growing trend in education development. Self-regulated learning is a key element of...
Can Educational Robots Improve Student Creativity: A Meta-analysis based on 48 Experimental and Quasi-experimental Studies
Cultivating innovative talents has become a critical strategy for building China into a strong country in science and technology. Catering to the trend of educational reform in the intelligent era, the use of robotics in...
COVID-19 versus Education: Who Will Win?
The COVID-19 pandemic is still raging around the world, but now all schools in China have reopened. With the advent of autumn, the number of global COVID-19 infections may once again set new records. This means that the...
What Role Does School Play in Helping Socioeconomically Disadvantaged Students Succeed against the Odds?
Based on the data of a large scale survey conducted by Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University, this study examined the role of school in reducing educati...
Emotional Regulation: Report on the Study of Social and Emotional Skills of Chinese Adolescents (II)
Recently, an article published in the Journal of East China Normal University (Education Sciences) was based on the data of 10-year-old and 15-year-old students in Suzhou City, China participating in the OECD social and...