A laboratory experiment was carried out with 120 undergraduate students to examine a possible aptitude-treatment interaction between teacher clarity and student test anxiety in relation to two outcome measures, namely student achievement and student motivation, with student intelligence statistically controlled. Students completed measures of…

Study of 24 second and third grade teachers to determine what characteristics and behaviors result in effective teaching. Results indicate that successful classroom performance is related to a highly autonomous attitude, preference for pragmatic activities, lecturing half the class time, having an abstract conceptual structure and the teacher…

A model of learning from instruction proposed that students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. University students were trained to recognize only or to recognize and cognitively respond to teacher skills in lectures. Additional prelecture practice in recognition enhanced learning.…

Previous "educational seduction" research suggested that teacher differences in expressiveness controlled the degree to which lecture content affected student ratings differently from student achievement. We attempted to replicate this Expressiveness x Content x Measures interaction in four simulated college classes. Student incentive…

The present study investigated the interaction between college student entry characteristics and effective instruction. The experimental design involved 380 introductory psychology students and consisted of a Lecture Organization (low, high) by Test Anxiety (low, moderate, high) 2 x 3 design. The dependent variables included student attention,…

High school social studies students (n=160) were each assigned to 1 of 8 groups defined by possible combinations of 2 teacher uncertainty conditions (uncertainty vs. no uncertainty), 2 teacher "bluffing" conditions (bluffing vs. no bluffing), and 2 lecture notes conditions (students receive lecture notes handout vs. students do not…

The present study drew on existing theories and research to further uncover the mysteries of the college teaching/learning paradigm, particularly the causal links between effective instruction and student learning of novel lecture material. The experimental design involved 380 introductory psychology students and consisted of a Lecture…