The impact of a mathematics computer-assisted learning platform on students' mathematics test scores
Marcelo Perera & Diego Aboal
#2019-007
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.
Keywords: Evaluation of Computer Assisted Learning systems, Mathematics,
Uruguay
JEL Classification: I21, I28
