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Compensating the socioeconomic achievement gap with computer‐assisted instruction

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

Journal of computer assisted learning, 2022-04, Vol.38 (2), p.366-378 [Periódico revisado por pares]

Chichester, UK: John Wiley & Sons, Inc

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  • Título:
    Compensating the socioeconomic achievement gap with computer‐assisted instruction
  • Autor: 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
  • Assuntos: Academic achievement gaps ; Achievement Gap ; CAI ; Cognitive science ; Computer Assisted Instruction ; Computer Science ; Conventional Instruction ; Disadvantaged Youth ; Education ; High School Students ; Humanities and Social Sciences ; Instructional Effectiveness ; Learning ; Middle School Students ; Psychology ; social inequalities ; socioeconomic achievement gap ; Socioeconomic factors ; Socioeconomic Status ; Students ; Teachers ; Teaching methods ; Technology for Human Learning
  • É parte de: Journal of computer assisted learning, 2022-04, Vol.38 (2), p.366-378
  • Notas: Funding information
    Ministère de l'Éducation et de la Jeunesse/Ministère de l'Enseignement Supérieur, de la Recherche et de l'Innovation/Mission Monteil pour le numérique éducatif/ Programme d'investissements d'avenir, action EFRAN
  • Descrição: 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. Lay Description What is already known about this topic? Socioeconomic status affects academic achievement especially in students from disadvantaged backgrounds. Inequal access to digital learning is a by‐product of socioeconomic status. Computer‐assisted instruction is known to yield positive effects on learning. What this paper adds? It examines the effectiveness of computer‐assisted instruction on reducing the socioeconomic achievement gap when equal access to digital education is guaranteed at the school level. It shows that computer‐assisted instruction (relative to teacher‐led conventional instruction) benefited disadvantaged students and their highly privileged counterparts equally, shifting the socioeconomic achievement gap upward. However, disadvantaged students receiving CAI may reach similar performance level as their highly privileged counterparts receiving conventional instruction, thus compensating the socioeconomic achievement gap. Implications for practice and/or policy This finding strengthens the importance of targeting teaching methods depending on students' socioeconomic characteristics to allow disadvantaged students to maximize their learning potential and chances to access to higher education.
  • Editor: Chichester, UK: John Wiley & Sons, Inc
  • Idioma: Inglês
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