Compensating the Socioeconomic Achievement Gap with Computer-Assisted Instruction

Autor/inn/en	Chevalère, Johann; Cazenave, Loreleï; Berthon, Mickaël; Martinez, Ruben; Mazenod, Vincent; Borion, Marie-Claude; Pailler, Delphine; Rocher, Nicolas; Cadet, Rémi; Lenne, Catherine; Maïonchi-Pino, Norbert; Huguet, Pascal
Titel	Compensating the Socioeconomic Achievement Gap with Computer-Assisted Instruction
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 2, S.366-378 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chevalère, Johann) ORCID (Mazenod, Vincent) ORCID (Maïonchi-Pino, Norbert) ORCID (Huguet, Pascal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12616
Schlagwörter	Computer Assisted Instruction; Socioeconomic Status; Achievement Gap; Conventional Instruction; Instructional Effectiveness; Middle School Students; High School Students; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Socio-economic status; Sozioökonomischer Status; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Benachteiligter Jugendlicher
Abstract	Background: As educational digital technologies are increasingly being used in schools, past research left unanswered the question of these technologies' impact on the socioeconomic achievement gap even when equal access is guaranteed. Objectives: The objectives of the present study are to examine whether and how the socioeconomic achievement gap can be reduced through the use of computer-assisted instruction (CAI). Methods: We addressed this issue experimentally by comparing CAI to conventional teacher-led classroom instruction with more than 800 middle and high school students from disadvantaged and highly privileged socioeconomic backgrounds in a range of topics. Results and Conclusions: Both disadvantaged and highly privileged students taught with CAI outperformed those taught with conventional instruction, thus maintaining the socioeconomic achievement gap constant. However, we also found that disadvantaged students receiving CAI performed as well as highly privileged students receiving conventional teacher-led instruction. Takeaways: The positive effects associated with CAI may therefore help compensate the difficulties of students with a disadvantaged background, a still neglected possibility. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01