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

摘要

This project investigated the effects of technology task autonomy, teacher gender, and student gender on student achievement scores for students disaggregated by IEP (special education) and SES (socio-economic status) 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.