ERIC Number: ED183105
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Student Perception of Teacher Clarity.
Smith, Lyle R.; Land, Michael L.
One hundred sixty college students were randomly assigned to eight groups defined by the possible combinations of teacher vagueness in instruction (vagueness v. no vagueness), teacher mazes conditions (mazes are defined as false starts or halts in speech, redundancy, and semantically nonsensical word combinations), and additional unexplained content (terms left undefined by the teacher and material not directly related to lesson content). Each group was presented a lesson on mathematical concepts. After the lesson each group was tested on comprehension of the concepts and the students evaluated the lesson presentation. The groups whose lessons contained no teacher vagueness or mazes performed better than those with vagueness. Student evaluations of the lessons indicated that students were able to distinguish between lessons with high and lower degrees of clarity. Further, student evaluations of the lessons were correlated singificantly with student achievement. These findings are discussed in relation to previous research on teacher clarity and student perceptions of clarity. (Author/MSE)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A