Die invloed van 'n spesiale mikro–onderwysprogram op die kommunikasiehelderheid van onderwysstudente

Abstract

A literature study has revealed that relatively little research has been done on the relationship between clarity, as variable, and student achievement. Research that has been done in this regard, shows that student achievement increases if a teachers vagueness score decreases. Clear lesson structures, however, lead to an increase in student achievement, as does the decreasing use of mazes by the teacher. Various investigational reports confirm the above mentioned findings. As a result of the investigational reports studied, the conclusion was reached that teachers and lecturers show a lack of teacher clarity. Teacher clarity can be enhanced by the correct training methods. The purpose of this experimental research was to: * define the concept teacher clarity * operationalise teacher clarity in the experimental context * develop a training programme for teacher clarity * determine the influence of a special micro-teaching programme on teacher clarity of a group of teacher students. The hypothesis was stated that teacher clarity of teacher students can be measured and improved through a special micro-teaching programme. A true experimental research design was used. After the concept teacher clarity was defined, a study of all the available measuring instruments and training programmes, was done. A reliable and valid instrument was constructed for measuring the teacher clarity of Afrikaans-speaking teacher students. A training programme, to stimulate teacher clarity was also developed. The research population consisted of the Afrikaans-speaking final-year teacher students (1991) of the Potchefstroom University for Christian Higher Education. Two groups of 15 students each were randomly chosed, the one as an experimental, and the other as control group. The first micro-lesson of each group was recorded (audio), transcribed and decoded by specially-trained decoders. The attention of the experimental group, which underwent the specially developed micro-teaching programme, was focused on teacher clarity. The final lessons, which consisted of a repetition of the first lessons, were also recorded, transcribed and decoded. The results of the pre-and post-tests were compared by means of t-tests. The results of the experiment showed that the hypothesis was partially correct: teacher clarity can be measured and certain teacher clarity variables can be improved by means of a specially developed micro-teaching method.