Does School EdTech Capacity Relate to Student Performance in Rural and Urban China?

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Abstract/Contents

Abstract: Large gaps in educational resources and student performance have persisted between rural and urban schools in China. Investment in educational technology (EdTech) has increased drastically, with the expressed aim of improving the quality of rural education. Previous research has studied the use of EdTech in teaching and learning, but little attention has been given to how EdTech may be differentially effective and, consequently, may produce different student outcomes in urban and rural contexts. This study fills the gap by exploring and comparing the relationship between school EdTech capacity and student academic performance in rural and urban settings. We developed a multilevel model of 361 Chinese schools and 12,058 Chinese students who participated in the 2018 PISA to reveal there is a large positive relationship between access to internet and education software use at home for rural and urban students. Statistically significant relationships between school EdTech capacity and student academic performance were not established. Through these comparisons, we generate policy recommendations on equitably allocating financial and material resources to provide additional learning opportunities for students with EdTech in low-achieving rural schools, with the aim of narrowing the rural-urban educational gap.

Type of resource	text
Date created	August 2020

Author	Guo, Meng
Author	Wu, Jingxin (Melody)

Subject	Educational technology (EdTech)
Subject	Rural and urban divide
Subject	Education equity
Subject	Resource allocation
Subject	Programme for International Student Assessment (PISA)
Subject	China
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Thesis

Related item	Title Stanford Graduate School of Education International Comparative Education
Location	https://purl.stanford.edu/ym462wd7224

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License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

Graduate School of Education International Comparative Education Master's Monographs

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