一个贝叶斯非参数模型来估计学生对ICT投资的反应
Stefano Cabras1,2,3, Juan de Dios Tena Horrillo4,5,6
1Department of Statistics, Universidad Carlos III, Getafe, Spain.
Journal of applied statistics
|May 31, 2024
概括
对信息和通信技术 (ICT) 的投资对学生的数学成绩产生了适度的积极影响. 这种教育技术投资特别有利于来自较低社会经济背景的学生.
科学领域:
- 教育技术的教育技术
- 计量经济学 计量经济学
- 学生表现分析 学生表现分析
背景情况:
- 信息和通信技术 (ICT) 在教育中的作用是一个日益增长的研究领域.
- 了解ICT投资对学术成绩的因果关系对于决策至关重要.
- 以前的研究通常依赖于标准参数模型,这可能会限制细微的发现.
研究的目的:
- 估计ICT投资对西班牙学生数学成绩的因果关系.
- 分析学校特征和学生社会经济地位对ICT影响的缓解影响.
- 应用先进的统计方法,以更准确地估计ICT的教育效益.
主要方法:
- 使用了2012年西班牙国际学生评估计划 (PISA) 的数据.
- 采用贝叶斯增量回归树 (BART),在这种情况下是一种新的方法.
- 与传统的参数模型相比,BART在分析复杂关系方面具有优势.
主要成果:
- 确定了ICT投资对学生数学成绩的温和,积极的因果关系影响.
- 信息和通信技术投资的积极影响在社会经济地位较低的学生中更为明显.
- 分析了ICT投资,学校特征和社会经济地位之间的相互作用.
结论:
- 信息和通信技术投资可以积极影响学生的数学成绩.
- 有针对性的ICT干预措施在支持弱势学生方面可能特别有效.
- 这些发现支持基于证据的教育技术政策,以提高学习成果.
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