Instructional Clarity, Classroom Disorder, and Student Achievement in Mathematics: An Exploratory Analysis of TIMSS 2019

N

8

International Assessment; Achievement Tests; Mathematics Tests; Mathematics Achievement; Foreign Countries; Teaching Methods; Classroom Techniques; Learning Processes; Grade 8; Secondary School Students; Mathematics Instruction; Correlation

It is generally understood that both clear teacher instruction and orderly classroom climates support student achievement in mathematics. However, to what extent does instructional clarity "compensate" for classroom disorder? In this exploratory study, we analyse data from 8,864 Year 8 students sampled by TIMSS 2019 to investigate the relationship between instructional clarity, classroom disorder, and mathematics achievement. The findings demonstrate the deleterious effects of classroom disorder for mathematics achievement, even in the presence of high instructional clarity. The findings contribute to an emerging international body of work and reinforce the importance of teachers having an optimal combination of classroom skills to support student learning.

As Provided

2023

ED631605