Improving schooling productivity through computer-aided instruction:Experimental evidence from Rajasthan*

This text presents the findings of a three-year experiment evaluating a blended learning program that incorporated personalized computer-aided instruction in Mathematics and Hindi language, replacing a portion of in-person instruction. The program resulted in a positive impact on learning outcomes, with an intent-to-treat effect of 0.24? in Mathematics and 0.22? in Hindi after 2.5 years of treatment. The effects of the program were consistent across gender, socioeconomic status, and baseline achievement. The intervention was implemented in government schools in Rajasthan state, with approximately 6500 students each year, and it builds upon a previous study conducted in after-school instruction centers in Delhi. Despite slightly smaller effects when compared to the after-school model, the in-school program proved to be more cost-effective, costing about one-sixth as much per student.