Students accurately perceive differences between clear and unclear lessons regardless of concept structure¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
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 i2 On both clarity questionnaires, students discriminated clear from unclear lessons for all three concept structures. → Snyder 1991

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 · i2 · causal · r2

ANOVA on the 20-item Clarity of Teaching questionnaire (Cronbach alpha .96) in the Results section. The article reports students perceived clear and unclear groups as significantly different for all three concept structures; the Lesson Evaluation Form-Clarity showed the same pattern.

"The main effects of the ANOVA for the Clarity of Teaching questionnaire were significant for instructor clarity (f(l,53)=132.871pc.00l).A Dunn-Sidak test indicated that the clear and unclear groups were differentiated when a variable coordinate (p<.01), constant successive (p<.01), or a classical attribute (pc.ol) concept structure was used."

Discussion¶

Related Claims¶

• Clarity and concept structure interact for defining and applying concepts, each accounting for about 40-44% of variance — related
• Clarity matters less as concept structure becomes simpler: no significant clear-vs-unclear difference for constant successive lessons — related
• Instructional clarity is a significant main effect on concept achievement, accounting for roughly half of score variance across measures — related
• Under unclear presentation, a more complex concept structure lessens students' ability to identify concepts — related
• A clear variable coordinate lesson produced higher achievement than an unclear lesson with the same concept structure on all five measures — related
• Each positive clarity move (keys, links, framing, focusing, examples) correlates positively with every concept achievement measure — related
• Clarity, task orientation, time on task, criterion-material learning, and structuring correlate positively with learning — related
• Pilot participants perceived AmicoMio and AmicoTuo as complementary modes serving different educational purposes rather than alternatives — related
• Questionnaire data may capture learners' perceptions rather than the strategies they actually performed — related