Teacher Clarity and Cognitive Level of Questions: Effects on Learning.

Land, M. L.

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Peer reviewed

ERIC Number: EJ239590

Record Type: CIJE

Publication Date: 1980

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Teacher Clarity and Cognitive Level of Questions: Effects on Learning.

Land, M. L.

Journal of Experimental Education, v49 n1 p48-51 Fall 1980

The experimental effect 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. Neither the main effect of cognitive level of questions on achievement nor interaction effect was significant. (Author/GK)

Descriptors: Academic Achievement, Higher Education, Questioning Techniques, Teacher Clarity, Teacher Effectiveness, Teaching Styles

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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