Each positive clarity move (keys, links, framing, focusing, examples) correlates positively with every concept achievement measure¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Keys, links, frames, focusing moves, and examples each had positive significant correlations with application achievement (e.g., keys r(57)=.58). → Snyder 1991 q3 i? The same moves correlated positively with definition achievement (e.g., keys r(57)=.53). → Snyder 1991 (2)

Evidence¶

Snyder 1991¶

Snyder, Stephen; Bushur, Lori; Hoeksema, Pam; Olson, Mark; Clark, Shawn; Snyder, Jill. (1991). The Effect of Instructional Clarity and Concept Structure on Student Achievement and Perception. https://eric.ed.gov/?id=ED331809

q3 · i? · correlations r only, no d · causal · r1

Correlational analysis in the Results section relating perceived clarity moves to the application section of the concept test. The article reports correlations ranging from r(57)=.33 for frames to r(57)=.58 for keys, all significant.

"The ability to apply the concepts that were taught had a positive and significant relationship to the number of keys (E(57)=.581p.00l), links (1.(57)=.40,p.00l), frames (r(57)=.331p.01)1 focusing moves (r(57)=.44,p.00l), and examples (E(57)=.561p.00l)"

Snyder 1991 (2)¶

Snyder, Stephen; Bushur, Lori; Hoeksema, Pam; Olson, Mark; Clark, Shawn; Snyder, Jill. (1991). The Effect of Instructional Clarity and Concept Structure on Student Achievement and Perception. https://eric.ed.gov/?id=ED331809

q3 · i? · correlations r only, no d · causal · r2

Correlational analysis for the definition measure. The article reports positive significant correlations for all five move types, from r(57)=.25 for frames to r(57)=.53 for keys.

"Student achievement on the definition section of the concept test had a positive significant relationship to the inclusion of keys (r(57)=.53,p.001), links (r(57)=.35,p.0l), frames (x(57)=.251p.05), focusing moves (K(57)=.33,pc.Ol), and examples (r(57)=.351p<.0l)"

Discussion¶

Related Claims¶

• A clear variable coordinate lesson produced higher achievement than an unclear lesson with the same concept structure on all five measures — the general claim this finding bears on, with the studies behind it
• Clarity and concept structure interact for defining and applying concepts, each accounting for about 40-44% of variance — related
• Instructional clarity is a significant main effect on concept achievement, accounting for roughly half of score variance across measures — related
• Students accurately perceive differences between clear and unclear lessons regardless of concept structure — related
• Clarity, task orientation, time on task, criterion-material learning, and structuring correlate positively with learning — a broader claim this one bears on