最后一英里的学习：来自菲律宾偏远学校计算机辅助教学随机对照试验的证据

EVIDENCE FROM A RANDOMIZED CONTROLLED TRIALOF COMPUTER-ASSISTED INSTRUCTIONIN REMOTE SCHOOLS OF THE PHILIPPINES Paul Glewwe, David A. Raitzer, Uttam Sharma, Kenn Chua, and Milan Thomas ADB ECONOMICSWORKING PAPER SERIES ADB Economics Working Paper Series Learning at the Last Mile: Evidence from a RandomizedControlled Trial of Computer-Assisted Instructionin Remote Schools of the Philippines Paul Glewwe, David A. Raitzer, Uttam Sharma,Kenn Chua, and Milan Thomas Paul Glewwe (pglewwe@umn.edu) is a professorand Kenn Chua (kenngarychua@gmail.com) is aPhD student at the University of Minnesota. DavidA. Raitzer (draitzer@adb.org) is a senior economistat the Economic Research and Development ImpactDepartment and Milan Thomas (mthomas@adb.org)is a country economist at the Cambodia ResidentMission, Asian Development Bank. Uttam Sharma(uttamsharma@gmail.com) is a senior research fellowat the Institute for Integrated Development Studies,Nepal. No. 829 | December 2025 TheADB Economics Working Paper Seriespresents research in progress to elicit commentsand encourage debate on development issuesin Asia and the Pacific. The views expressedare those of the authors and do not necessarilyreflect the views and policies of ADB orits Board of Governors or the governmentsthey represent. Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) © 2025 Asian Development Bank6 ADB Avenue, Mandaluyong City, 1550 Metro Manila, PhilippinesTel +63 2 8632 4444; Fax +63 2 8636 2444www.adb.org Some rights reserved. Published in 2025. ISSN 2313-6537 (print), 2313-6545 (PDF)Publication Stock No. WPS250488-2DOI: http://dx.doi.org/10.22617/WPS250488-2 The views expressed in this publication are those of the authors and do not necessarily reflect the views and policiesof the Asian Development Bank (ADB) or its Board of Governors or the governments they represent. ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for anyconsequence of their use. The mention of specific companies or products of manufacturers does not imply that theyare endorsed or recommended by ADB in preference to others of a similar nature that are not mentioned. By making any designation of or reference to a particular territory or geographic area in this document, ADB does notintend to make any judgments as to the legal or other status of any territory or area. This publication is available under the Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO)https://creativecommons.org/licenses/by/3.0/igo/. By using the content of this publication, you agree to be boundby the terms of this license. For attribution, translations, adaptations, and permissions, please read the provisionsand terms of use at https://www.adb.org/terms-use#openaccess. This CC license does not apply to non-ADB copyright materials in this publication. If the material is attributedto another source, please contact the copyright owner or publisher of that source for permission to reproduce it.ADB cannot be held liable for any claims that arise as a result of your use of the material. Please contact pubsmarketing@adb.org if you have questions or comments with respect to content, or if you wishto obtain copyright permission for your intended use that does not fall within these terms, or for permission to usethe ADB logo. ABSTRACT Although Asian economies have increased access to education, students’ learning oftentrails grade level expectations. In the Philippines, learning worsened through prolongedclassroom closure during the coronavirus disease (COVID-19) pandemic. Together withthe Department of Education, we conducted a 42-school randomized controlled trial ofcomputer-assisted instruction in remote areas of the country. The tested interventionconsisted of digitized learning modules deployed on tablets that connected to school localWi-Fi networks for junior high school students. The tablets were the main source ofinstruction for 2.5 months before schools reopened, after which they served as asupplement to, rather than a replacement for, in-person instruction. We find that theinterventionincreased student learning in mathematics,but not in English.Formathematics, we estimate intent-to-treat effects of 0.34 standard deviations of thedistribution of test scores and average treatment-on-the-treated effects of 0.46 standarddeviations for schools that ever used the digitized materials. Students with higher levelsof “grit” at baseline benefit more from the intervention, as do those who have higherbaseline test scores. The mathematics treatment-on-the-treated effect for schools thatcontinued usage for a second year is 1.6 standard deviations, suggesting that thoseschools drove the observed impacts. Keywords:COVID-19 pandemic, computer-assisted instruction, EdTech, distancelearning, remote schools JEL codes:I21, I24, J13, N35, O14 1.Introduction 1.1.Asia’s Learning Crisis Asia has made considerable progress in terms of access