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ERIC Number: EJ858182
Record Type: Journal
Publication Date: 2009-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0731-9258
Technology Task Autonomy and Gender Effects on Student Performance in Rural Middle School Science Classrooms
Cantrell, Pamela; Sudweeks, Richard
Journal of Computers in Mathematics and Science Teaching, v28 n4 p359-379 Oct 2009
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. (Contains 6 figures.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Middle Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A