ICT in education can improve students’ achievements in rural China: The role of parents,educators and authorities |
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| Institution: | 1. College of Economics and Management, South China Agricultural University, No. 483, Wushan Street, Tianhe District, Guangzhou, Guangdong Province, China;2. School of Economics, Nanjing University of Finance and Economics, No. 3 Wenyuan Road, Qixia District, Nanjing, Jiangsu Province, China;1. Newcastle Business School, University of Newcastle, Australia;2. Centre for African Research, Engagement and Partnerships (CARE-P), University of Newcastle, Australia;3. Bond Business School, Bond University, Gold Coast, Australia;4. Centre for Data Analytics, Bond University, Gold Coast, Australia;5. Department of Economics, Shahjalal University of Science and Technology, Bangladesh;1. Department of Economics, University of Bern, Switzerland;2. Department of Economic and Social Sciences, Università Politecnica delle Marche, Ancona, Italy;3. Department of Economics and Law, Sapienza University of Rome (Italy) and Department of Economics, University of Antwerp, Belgium;4. Department of Economics and Finance, Luiss Guido Carli, Rome, Italy;1. Bond Business School, Bond University, Gold Coast, Australia;2. Centre for Data Analytics, Bond University, Gold Coast, Australia;1. Hamburg University, Department of Economics, Germany;2. Tallinn University of Technology, Department of Economics and Finance, Estonia;3. National Taiwan University, Department of Economics, Taiwan;4. ASEAN+3 Macroeconomic Research Office – AMRO, Singapore |
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| Abstract: | Based on a quasi-natural experiment of the Three Links Project (TLP) implemented in rural China, we explore the impact of ICT in education on students’ achievements. By using the difference-in-differences (DID) method, we find that TLP implementations result in a 3.4340-point increase in students' test scores and cognitive and noncognitive ability scores increased by 0.1631 and 0.0405 points, respectively. Results of mechanism tests show that this positive effect is explained by the improvement of teachers' efforts and enthusiasm, the increase of parental involvement in education, and positive student responses. Moreover, heterogeneity analysis results suggest that TLP implementations have a greater positive effect on achievements of some disadvantaged students, such as girls, non-only children, and those from relatively low-income families. This study highlights the benefits of ICT in education and reveals the positive role of parents, educators, and authorities in promoting student achievement and human capital accumulation. Furthermore, our findings complement the research field on educational inequity and have some insights for China and other developing countries. |
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| Keywords: | ICT in education Students’ achievements Three Links Project Human capital accumulation Rural China |
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