Effect of Teacher Vagueness and Use of Lecture Notes on Student Performance

AbstractHigh school social studies students (V = 160) were each assigned to one of eight groups defined by possible combinations of two teacher uncertainty conditions (uncertainty vs no uncertainty), two teacher "bluffing" conditions (bluffing vs no bluffing), and two lecture notes conditions (students receive lecture notes handout vs students do not receive lecture notes handout). Each group was presented a social studies lesson based on an article in the Atlantic Monthly. After the lesson, each group was tested on comprehension of the material, and then each group completed a lesson evaluation. Teacher uncertainty significantly reduced achievement, and lecture notes significantly increased achievement. Several significant results concerning student evaluation of the lesson also were obtained. These findings are discussed in relation to previous research on teacher vagueness and use of lecture notes.