This study evaluates the effectiveness of a technology-based learning intervention in rural middle schools using a randomized controlled trial. 410 rural 9th grade students receives access to a structured learning tool designed to support 2-hour daily independent study for two months, while a comparison group (450 students) continues with their standard study routine. Both groups are assessed regularly throughout the study period. Our primary outcome of interest is performance on a standardized examination taken at the end of the study period. We find treated students perform better than control group students and the effect is statistically significant at 1% level.