Can Information Technology Promote Academic Performance of School-age Children? An Empirical Study Based on CEPS
Whether the application of information technology can promote the academic performance of school-age children has not yet been conclusive. Only few studies so far have utilized national samples for comprehensive discussion. This paper is based on the China Education Panel Survey data provided by the NSRC，using the method of quasi-experimental of propensity score matching to discuss the net effect of information technology on academic achievement. It is indicated that ： 1) The academic performance of school-age children has differences in urban and rural areas. The academic level of urban students is better than that in the rural areas， while there is no positive correlation between the educational level and the family economic conditions; 2 ) Family human capital stock and family size ( single child families) are positively correlated with Internet usage， while the perception of academic pressure will reduce the probability of family Internet usage •，3) PSM reveals the negative impact of information technology on students' achievement between total， urban and rural， poverty and non-poverty samples， and the improvement of Chinese and English results is realized indirectly by changing reading ways and reading habits， while mathematics is realized directly by taking effective learning time. The policy implication is that we should devote to the three-party linkage between the government， the school， and the family， emphasizing the instrumental rationality of the information technology ，promoting the formation of the Internet learning preference， while supporting the development of the information technology hardware.
|關鍵詞||信息技术、学业成绩、倾向得分匹配、互联网偏好、information technology、academic achievement、propensity score matching、Internet preference、CSSCI|