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

, , Brigham Young University, United States

JCMST Volume 28, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC 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.

Citation

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. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2019 from .

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