Abstract
Gender differences, in social studies and science achievement, in a
technology-enhanced learning environment were examined from a group of
474 (males=237 and females=237) first-time 8th grade test takers from
one primary school district. Unequal variance independent samples
t-tests were used to test the magnitude of gender differences. Female
students received significantly greater social studies achievement than
males, but there were not significant differences in science achievement
scores. Achievement assessments for students with assigned laptops
showed significant gender differences in social studies, but not in
science.