Instructional clarity in physics lessons: Students’ motivation and self-confidence

This study examines the relationship between instructional clarity in physics lessons and students’ motivation self-confidence to learn physics. We conducted a secondary analysis of data from Trends International Mathematics Science Study (TIMSS) 2019. Using six countries, whose science achievement scores were higher than TIMSS 2019 scale centrepoint, this explores relevance by using confirmatory factor latent multi-group structural equation modelling. identify statistically significant positive effect on The findings corroborate expectancy value theory establishing mediating role learning Our support cognitive load revealing giving explanations Physics teachers can reduce heavy intrinsic associated with subject increase signalling redundancy.