The purpose of this quantitative ex post facto study was to examine if, and to what extent there was a statistically significant difference in achievement, in social studies and science, as assessed by student achievement (ACH) scores between males and females within a technology-enhanced learning environment in a school district in the Southeast. This study was based on Bandura's social cognitive learning theory (SCLT) and Mayer's cognitive multimedia learning theory (CMLT). The sample included social studies and science ACH scores of 474 (males = 237 and females = 237) first-time 8th grade test takers, for the academic year of 2020-2021. Unequal variance independent samples t-tests were used to test the hypotheses. The mean social studies ACH score for female students (M = 2.54, SD = 0.836) and male students (M = 2.35, SD = 0.953), showed a statistically significant difference, M = 2.54, 95% CI [-0.343, to 0.020], t(464.159) = -2.204, p = 0.028. The mean science ACH scores for female students (M = 2.56, SD = 0.760) and male students (M = 2.42, SD = 0.848), did not show a statistically significant difference, M = 2.56, 95% CI [-0.285, to 0.006], t(466.435) = -1.882, p = 0.060. Results indicated that female students experienced greater social studies achievement than males, but there were not statistically significant differences in science scores on the ACH test. These findings showed that eight grade students with assigned laptops in the school district showed significant differences in achievement in social studies, but not in science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]