Combined Effect of Two Teacher Clarity Variables on Student Achievement
作者： Michael L. Land
DOI: 10.1080/00220973.1981.11011794
关键词:
摘要: Eighty-four undergraduate students were randomly placed into one of three treatment groups to test the effects high, medium, and low teacher clarity (vagueness terms mazes) on student achievement perception. There was a significant effect with medium showing greatest achievement. The main perception also significant. These results are discussed in relation previous research.
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sci-hub.se 参考文章(10)
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