article · Journal of Research in Science Teaching · 1981

Actual and perceived teacher clarity ‐ relations to student achievement in science

Cited by 18Abstract and details only

Abstract

Abstract 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 presentation on genetics. After the lesson 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 students in the low‐clarity group. Students perceived the high‐clarity lesson as significantly clearer than the low‐clarity lesson. These findings are discussed in relation to previous research on teacher clarity.

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APA 7

Land, M. (1981). Actual and perceived teacher clarity ‐ relations to student achievement in science. Journal of Research in Science Teaching, 18(2), 139–143. https://doi.org/10.1002/tea.3660180206

MLA 9

Land, Michael. “Actual and perceived teacher clarity ‐ relations to student achievement in science.” Journal of Research in Science Teaching, vol. 18, no. 2, 1981, pp. 139–43, https://doi.org/10.1002/tea.3660180206.

Chicago

Land, Michael. 1981. “Actual and perceived teacher clarity ‐ relations to student achievement in science.” Journal of Research in Science Teaching 18 (2): 139–43. https://doi.org/10.1002/tea.3660180206.

Harvard

Land, M. (1981) ‘Actual and perceived teacher clarity ‐ relations to student achievement in science’, Journal of Research in Science Teaching, 18(2), pp. 139–143. Available at: https://doi.org/10.1002/tea.3660180206.

BibTeX

@article{land1981actual,
  title = {{Actual and perceived teacher clarity ‐ relations to student achievement in science}},
  author = {Land, Michael},
  journal = {Journal of Research in Science Teaching},
  volume = {18},
  number = {2},
  pages = {139--143},
  year = {1981},
  doi = {10.1002/tea.3660180206}
}

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Actual and perceived teacher clarity ‐ relations to student achievement in science

Abstract

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