| The function of this investigation was to determine whether there is a significant difference between the mathematics scores of eighth-grade algebra students and ninth-grade algebra students as noted by their performances in the American College Testing Program.;It was hypothesized that there would be no significant differences between: (1) Eighth-grade male and female algebra students. (2) Eighth and ninth-grade algebra students. (3) Eighth and ninth-grade male algebra students. (4) Eighth and ninth-grade female algebra students. (5) Ninth-grade male and female algebra students.;The results of the study indicated that there is a significant difference between eighth and ninth-grade algebra students on the ACT Mathematics Test. Other results of the study showed insignificant differences existed between: eighth-grade male and female algebra students; eighth and ninth-grade male algebra students; eighth and ninth-grade male algebra students; eighth and ninth-grade female algebra students; and ninth-grade male and female algebra students.;The results obtained from the data do not indicate that all students who have taken Algebra I in the eighth-grade will do better on the ACT Mathematics Test. Thus, it appears that further research should be conducted to determine if any differences between the tested groups do exist and why.;Randomly selected students in grades eleven and twelve in the C-6 School District, Arnold, Missouri, participated in this study. Twenty-five boys and twenty-five girls who had taken Algebra I in the eighth-grade, and twenty-five boys and twenty-five girls who had taken Algebra I in the ninth-grade, were chosen for participation in this research study. The group of students involved in the study had scored below the State of Missouri's average on the Basic Essentials Skills Test in the eighth-grade. |
