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Field
Abstract
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Before
Using a field experiment in China, we are the first to investigate how interactive teacher intervention in online education influences primary school students’ academic achievements and non-cognitive abilities. We find that adding 30-minute interactive online recitation sessions to pure online courses can significantly improve students’ exam scores and promote their extraversion, openness, and conscientiousness. We then identify, both theoretically and empirically, two underlying mechanisms explaining the positive effects of our interactive teacher intervention:students who participate in the session develop better in-class self-discipline and attention; they also devote more time to study and less time with mobile devices after class.
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After
Using a field experiment, we conduct the first investigation of how interactive teacher intervention in online education impacts the academic achievements and noncognitive abilities of primary school students. Our findings indicate that adding 30-minute interactive online recitation sessions to pure online courses leads to significant improvements in students’ exam scores, as well as increased levels of extraversion, openness, and conscientiousness. The effects can be attributed to three underlying mechanisms. First, students who participate in the session develop better in-class attention.Second, they devote more time to reviewing lessons after class. Third, they exhibit a higher degree of social interaction.
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