In the joint final model, instructional clarity shows an unexpected negative and significant relation with mathematics achievement at the student level¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? At the student level in Model E, there was a negative and significant relation between instructional clarity and mathematics achievement (-.14w). → Lena Asp 2026
Evidence¶
Lena Asp 2026¶
Lena Asp, Alli Klapp, & Victoria Rolfe. (2026). Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement: A study of Swedish grade 4 TIMSS 2019. Instructional Science. https://doi.org/10.1007/s11251-025-09767-y
q3 · i? · associational · r3
Final MSEM Model E jointly modelling classroom management, instructional clarity, achievement, confidence, BOOKS and LANG. The study reports this "negative and significant relation between instructional clarity and mathematics achievement (-.14w)" at the student level; only a standardised path coefficient is printed, no effect size.
"Unexpectedly, there was a negative and significant relation between instructional clarity and mathematics achievement (-.14w)."
Discussion¶
Related Claims¶
- At the classroom level in the joint Model E, only aggregated classroom management, aggregated SES and aggregated language background related significantly to mathematics achievement — related
- Student-perceived instructional clarity is significantly and substantially related to mathematics confidence at both student and classroom levels — related
- Instructional clarity is a significant main effect on concept achievement, accounting for roughly half of score variance across measures — related
- SES and language spoken at home are strongly related to mathematics achievement especially at the classroom level, and teaching-quality estimates reduce these background estimates — related
- Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instructional-clarity-negative-achievement-student-level |
title |
In the joint final model, instructional clarity shows an unexpected negative and significant relation with mathematics achievement at the student level |
description |
In the joint final model, instructional clarity shows an unexpected negative and significant relation with mathematics achievement at the student level |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lena-asp-2026 |
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