Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning

摘要: This article reports the findings of two meta-analyses that explored relationship between teacher clarity and student learning. Combined, results suggest has a larger effect for affective learning than cognitive However, neither effects nor were homogeneous. Heterogeneous observed several additional subsets datasets. The first meta-analysis reviews 144 reported (N = 73,281) examining outcomes. cumulative evidence indicates accounts approximately 13% variance in second random-effects 46 studies 13,501). Moderators examined revealed study design (i.e., survey versus experiment) moderated impact instructor on No significant moderators found cogni...