Examining Gender Differences in the Impact of Instructional Clarity on Year 9 Students' Mathematics Interest in New Zealand: A Multi-Group Comparison of 2019 TIMSS Data

TL;DR

This study investigates how instructional clarity influences Year 9 students' interest in mathematics in New Zealand, highlighting gender differences in the mediating roles of confidence and value using TIMSS data.

Contribution

It applies Structural Equation Modelling to explore gender-specific pathways in the impact of instructional clarity on math interest, grounded in Social Cognitive Career Theory.

Findings

Confidence mediates interest more for girls.

Value influences interest differently across genders.

Gender differences are prominent in the value-mediated pathway.

Abstract

Grounded in Social Cognitive Career Theory (SCCT), this study explores how teacher instruction clarity impacts Year 9 students' mathematics interest through the mediating roles of confidence and value, with a focus on gender differences. Structural equation modelling applied to the 2019 New Zealand TIMSS dataset (2,594 girls and 2,651 boys) supports the SCCT framework. While confidence and value have similar mediating effects for boys, confidence plays a more pivotal role for girls. Gender differences are primarily observed in the value-mediated pathway, underscoring persistent challenges to achieving educational equity through teachers' instruction in New Zealand.