Predicting Turkish Ninth Grade Students Algebra PerformanceReport as inadecuate

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Mathematics Educator, v15 n1 p25-34 2005

The prediction of students' achievement in algebra in eighth and ninth grades has become a research interest for practical issues of placement. A group of simple, easily accessible variables was used to predict student performance in algebra after completion of eighth grade. The three variables of school type, grade level, and previous year mathematics performance explained 54% of the variance in algebra performance. Furthermore, school type was the dominant predictor of performance, explaining 33% of the total variation in algebra achievement. (Contains 4 tables, 5 figures and 1 footnote.)

Descriptors: Grade 9, Grade 8, Algebra, Foreign Countries, Mathematics Skills, Predictor Variables, Age Differences, Mathematics Achievement, Institutional Characteristics, Instructional Program Divisions, Gender Differences

Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez[at]; Web site:

Author: Erbas, Ayhan Kursat


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