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Peer reviewed Peer reviewed
ERIC Number: EJ237880
Record Type: CIJE
Publication Date: 1980-Oct
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effect of Lesson Vagueness and Discontinuity on Student Achievement and Attitudes.
Smith, Lyle R.; Cotten, Mary Linda
Journal of Educational Psychology, v72 n5 p670-75 Oct 1980
For seventh-grade mathematics students lesson discontinuity and teacher vagueness terms significantly affected student achievement, and the interaction between continuity and vagueness was significant. Vagueness terms significantly affected student perception of lesson effectiveness. (Author/CP)
Descriptors: Academic Achievement, Classroom Communication, Elementary School Mathematics, Junior High Schools, Student Evaluation of Teacher Performance, Teaching Styles
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Lesson Discontinuity