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ERIC Number: EJ763554
Record Type: Journal
Publication Date: 2007-Feb
Pages: 14
Abstractor: Author
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1356-2517
Effects of Teacher Clarity and Student Anxiety on Student Outcomes
Rodger, Susan; Murray, Harry G.; Cummings, Anne L.
Teaching in Higher Education, v12 n1 p91-104 Feb 2007
A laboratory experiment was carried out with 120 undergraduate students to examine a possible aptitude-treatment interaction between teacher clarity and student test anxiety in relation to two outcome measures, namely student achievement and student motivation, with student intelligence statistically controlled. Students completed measures of intelligence and test anxiety and were randomly assigned to high teacher clarity or low teacher clarity conditions, defined by the presence or absence of specific teaching behaviours in a videotaped lecture with content held constant across conditions. Measures of motivation and self-efficacy for learning the material were completed immediately post-treatment, then one week later participants completed an achievement test based on the material contained in the lecture and assigned homework. Results revealed significant beneficial main effects for high vs. low teacher clarity for both achievement and motivation measures, but no aptitude-treatment interaction between teacher clarity and student test anxiety. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada