What are the effects of group size (individuals, pairs, and quads of students), gender, and ability grouping of 245 seventh- and eighth-grade students on achievement within an environment that uses microcomputers as tools in learning science process skills? A split-plot, multivariate factorial design was used to analyze the above factors and interactions among the factors. Analyses indicated that the only statistically significant result was a main effect on ability for the two response variables measured in the study. Major conclusions included: (1) teams of two and four members working together solved problems as effectively as individuals, (2) the lessons and procedures implemented in the manner described generated a gender-neutral achievement outcome in science, and (3) microcomputer, using a file-management program and structured activities, can be used as a tool to promote student learning of science process skills.