Teacher Clarity and Cognitive Level of Questions

Abstract

AbstractThe experimental effect of a cluster of low inference teacher clarity variables and cognitive level of questions on student achievement was determined by means of a randomized two-way analysis of variance design. The clarity variables were standardized by means of a scripted video-tape technique. Significant results are reported for the main effect of teacher clarity on student achievement (F (1,73) = 6.28, p < .02). Neither the main effect of cognitive level of questions on achievement nor the interaction effect was significant.