Predicting Turkish Ninth Grade Students' Algebra Performance

Abstract

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.