ERIC Number: ED186285
Record Type: RIE
Publication Date: 1980-Feb
Reference Count: 0
Effect of Teacher Clarity on Student Achievement in Science.
Smith, Lyle R.; And Others
Reported are results of a study designed to determine the experimental effect of three low-inference teacher clarity variables on student achievement in science. College students (N=41) were randomly assigned to one of two groups defined by the teacher's clarity in the lesson, i.e., high clarity versus low clarity. After a lesson in basic genetics concepts, the subjects completed a test on the contents of the lesson and then rated the lesson presentation. Students in the high clarity group achieved more (although not significantly) than did students in the low clarity group. Students perceived the high clarity lesson as significantly clearer than the low clarity lesson. (Author/CS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the Southwest Educational Research Association (San Antonio, TX, February 1980). Not available in hard copy due to marginal legibility of original document.