High school students (n = 337) in algebra classes were presented lessons on direct variation. After the lessons, each class was tested on comprehension of the material. The lessons were tape-recorded and analyzed according to low-inference teacher behaviors. Lesson structure and categories of teacher vagueness were related significantly to student achievement. These findings are discussed in relation to previous research on low-inference teacher behaviors.
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Lyle R. Smith (1985) studied this question.
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