The effect of ICTs access in households on learning achievements: a comparison pre-pandemic and post-pandemic in Argentina
DOI:
https://doi.org/10.17533/udea.le.n104a357572Keywords:
ICTs in households, Access to ICTs, School performance, Propensity Score MatchingAbstract
This article examines the association between primary students’ academic performance and household access to computers with internet connectivity in Argentina, extending the empirical literature in the context of the COVID-19 pandemic. We investigate whether information and communication technologies (ICTs) affect educational outcomes and whether their impact differs before and after the pandemic. We estimate propensity score matching models using Aprender 2021 data for students in the final year of primary school, disaggregated by geographical regions. The results indicate that household access to computers with internet connectivity is associated with higher language arts and mathematics test scores. The estimated effect varies across regions. In addition, the performance gap between students with and without ICT access is, on average, 2.33% larger than the estimated pre-pandemic gap, suggesting that ICT access became more salient during school closures. Overall, this study contributes to the evidence on ICT-related educational inequalities at the primary level during the pandemic.
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