Teacher Clarity and Cognitive Level of Questions
- 1 September 1980
- journal article
- research article
- Published by Taylor & Francis in The Journal of Experimental Education
- Vol. 49 (1) , 48-51
- https://doi.org/10.1080/00220973.1980.11011762
Abstract
The experimental effect of a cluster of low inference teacher clarity variables and cognitive level of questions on student achievement was determined by means of a randomized two-way analysis of variance design. The clarity variables were standardized by means of a scripted video-tape technique. Significant results are reported for the main effect of teacher clarity on student achievement (F (1,73) = 6.28, p < .02). Neither the main effect of cognitive level of questions on achievement nor the interaction effect was significant.Keywords
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