Student Perception of Teacher Clarity in Mathematics

Abstract

College students (n=160) were randomly assigned to eight groups defined by the possible combinations of teacher-vagueness conditions (vagueness vs. no vagueness), teacher-mazes conditions (mazes vs. no mazes), and additional-unexplained-content conditions (extra content vs. no extra content). Each group was presented a lesson concerning mathematical concepts. After the lesson, each group was tested on comprehension of the concepts, and then the students evaluated the lesson presentation. The groups whose lessons contained no teacher mazes (no teacher vagueness) performed better on the test than the groups whose lessons contained teacher mazes (teacher vagueness).