Instructional Clarity in Science Lessons: High-Achieving Students’ Motivation to Learn Science and Perception of Science Utility Value
DOI:
https://doi.org/10.15823/p.2024.155.2Keywords:
high-achieving student, instructional clarity in science lessons, motivation to learn science, science education, science utility valueAbstract
The study deals with the relevance of instructional clarity in science lessons to eighth-grade school students’ motivation and perceptions of science utility value. A secondary analysis of data from the Trends in International Mathematics and Science Study (TIMSS) was carried out for countries whose students' science achievement scores were higher than the TIMSS 2019 scale center point. The results revealed that instructional clarity increases high-achieving students’ motivation and perception of science utility value.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Palmira Pečiuliauskienė
This work is licensed under a Creative Commons Attribution 4.0 International License.