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ERIC Number: ED197361
Record Type: RIE
Publication Date: 1980
Pages: 16
Abstractor: N/A
Reference Count: 0
Effect of Teacher Transitions and Superfluous Content on Student Achievement and on Perception of Lesson Effectiveness in High School English.
Smith, Lyle R.; And Others
A study was conducted to determine if teachers' use of transitions and additional unexplained content influenced student achievement and perception of lesson effectiveness. One hundred eleventh grade English students were randomly assigned to one of four groups defined by possible combinations of two teacher transition conditions (transitions or no transitions) and two additional content conditions (additional unexplained content and no additional unexplained content). Each group was presented a lesson involving parallel sentence structure and then tested on comprehension of the material. Each group also completed a lesson evaluation. The results showed that teacher transitions significantly affected achievement but that additional content did not. Additional content significantly affected student perception of lesson effectiveness, but transitions generally did not. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A