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Abstract
The effect of teacher clarity on student achievement (N = 50) was determined by using a randomized control group, posttest only, experimental design. The independent variable was comprised of two levels of teacher clarity: a clear lesson versus an unclear lesson. The dependent variable consisted of student achievement as measured by a criterion -referenced test at the comprehension and application levels. Students in the "clear lesson" group achieved significantly more [t (48) = 2.28, p > .05] than students in the "unclear lesson" group. These findings are discussed in relation to previous research and suggestions are made for additional research.
