Effect of a Teacher Clarity Variable on Student Achievement
- 1 March 1979
- journal article
- research article
- Published by Taylor & Francis in The Journal of Educational Research
- Vol. 72 (4) , 196-197
- https://doi.org/10.1080/00220671.1979.10885153
Abstract
The effect of teacher clarity on student achievement (N = 50) was determined by using a randomized control group, posttest only, experimental design. The independent variable was comprised of two levels of teacher clarity: a clear lesson versus an unclear lesson. The dependent variable consisted of student achievement as measured by a criterion -referenced test at the comprehension and application levels. Students in the "clear lesson" group achieved significantly more [t (48) = 2.28, p > .05] than students in the "unclear lesson" group. These findings are discussed in relation to previous research and suggestions are made for additional research.Keywords
This publication has 5 references indexed in Scilit:
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- An Empirical Investigation of Teacher ClarityJournal of Teacher Education, 1977
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- A Computer Investigation of Verbal Characteristics of Effective Classroom LecturingAmerican Educational Research Journal, 1969