ERIC Number: EJ253009
Record Type: CIJE
Publication Date: 1981
Reference Count: 0
Combined Effect of Two Teacher Clarity Variables on Student Achievement.
Land, Michael L.
Journal of Experimental Education, v50 n1 p14-17 Fall 1981
Eighty-four undergraduate students were randomly placed into one of three treatment groups to test the effects of high, medium, and low teacher clarity (vagueness terms and mazes) on student achievement and student perception. Results indicate that clarity significantly effects achievement and perception with the medium clarity groups displaying greatest achievement. (Author/AEF)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A