Abstract
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.
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