ArticleFrontiers in psychology2026
Time and quality in and out of class: the roles of instruction and homework in mathematics achievement and interest.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: How to support students' mathematics achievement while also maintaining their mathematics interest has become a central concern. Grounded in Carroll's model of school learning, the present study focuses on two central learning activities of classroom instruction and out-of-class homework to investigate how the factors of time and quality within these activities are associated with students' mathematics achievement and interest. Methods: Participants were 2808 eighth-grade students in China (45.5% female) from 76 schools across the nine counties. Students completed a questionnaire that included background information and scales measuring mathematics interest, instructional time, instructional clarity, homework time, and homework quality, as well as a mathematics achievement test. A series of multilevel regression models were conducted to examine the effects of instructional time, instructional clarity, homework time, and homework quality on mathematics achievement and mathematics interest. Results: The study revealed that at the within-school level, mathematics achievement was positively associated with instructional clarity and non-linearly related to instructional time. Higher homework quality reduced the achievement gains of spending 60-90 min on homework compared with spending less than 30 min. Between-school effects were either non-significant or lacked substantial practical meaning. For mathematics interest, instructional clarity and homework quality played a more prominent role than instructional time and homework time. Instructional clarity strengthened the positive association between instructional time and mathematics interest. Moreover, mathematics interest was positively related to homework quality while negatively related to homework time. Discussion: These findings provide insights into how time and quality in instructional and homework contexts are related to students' mathematics achievement and interest. They suggested that the quality-related factors (instructional clarity and homework quality) are more practically relevant to students' development of mathematics achievement and mathematics interest.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.