This quantitative, ex post facto study is to examine what differences exist, if any, in ACT Aspire math scores based on gender, instructional method, and the interaction between gender and instructional method among ninth grade students taking Algebra 1 in a school district located in Northeast Arkansas. Using a two-way ANOVA, the first main effect of Instructional method was not significant, F(1, 344) = 0.236, p = 0.628, [eta squared] = 0.001. These results suggest there is not a significant difference between instructional methods on student achievement as measured by the ACT Aspire math assessment in which students that received the Blended Learning instructional method had an average (M = 420.47) on their ACT Aspire math scores while students that received a Traditional instructional method had an average (M = 420.15) on their ACT Aspire Math scores. The second main effect gender was not significant, F(1, 344) = 1.503, p = 0.221, [eta squared] = 0.004. These results suggest there is not a significant difference between Gender on student achievement as measured by the ACT Aspire math assessment. Finally, the interaction effect between Instructional method and Gender was not Significant, F(1, 344) = 0.008, p = 0.929, [eta squared] = 0.000. These results suggest there is not an interaction between Instructional method and Gender as measured by the ACT Aspire math assessment. Further ex post facto research for longer durations is recommended. [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/en-US/products/dissertations/individuals.shtml.]