Teacher Clarity and Cognitive Level of Questions
作者： M. L. Land
DOI: 10.1080/00220973.1980.11011762
关键词: CLARITY 、 Higher education 、 Cognitive level 、 Mathematics education 、 Analysis of variance 、 Psychology 、 Main effect 、 Interaction 、 Academic achievement 、 Inference
摘要: The experimental effect of a cluster low inference teacher clarity variables and cognitive level questions on student achievement was determined by means randomized two-way analysis variance design. were standardized scripted video-tape technique. Significant results are reported for the main (F (1,73) = 6.28, p < .02). Neither nor interaction significant.
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