Technology Task Autonomy and Gender Effects on Student Performance in Rural Middle School Science Classrooms

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Cantrell, P. & Sudweeks, R. (2009). Technology Task Autonomy and Gender Effects on Student Performance in Rural Middle School Science Classrooms. Journal of Computers in Mathematics and Science Teaching, 28(4), 359-379. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28238.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 28, Issue 4, October 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Authors

Pamela Cantrell, Richard Sudweeks, Brigham Young University, USA

Abstract

This project investigated the effects of technology task autonomy, teacher gender, and student gender on student achievement scores for students disaggregated by IEP and SES in middle school science classrooms. Participants were from the treatment group in a larger quasi-experimental design project that investigated the effects of integrated technology on student achievement. The four levels of task autonomy resulted in differentiated test score means with lower scores for low task autonomy and higher scores for high task autonomy. Student scores in classrooms taught by female teachers increased as task autonomy increased, while scores in classrooms taught by males remained relatively flat. Teacher gender was found to be significant when interacting with IEP, and student gender was significant when interacting with SES.

Keywords

• Gender
• Teachers
• Instructional Design
• Professional Development
• Computers
• Internet

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