Search

This study investigates the relationship between teacher verbal maze rate and student learning and the threshhold levels of maze rate on the perceived quality of teaching. The direct and mediated effects of maze rate on achievement are examined. A randomized group design with ten levels of the independent variable teacher maze rate was used. There were significant correlations between maze rate and mean student perception, between mean student perception and mean achievement, and between maze rate and mean achievement. As a result of this and previous studies, it is concluded that student achievement and perceived teaching quality decrease monotonically with increasing maze rate, that any threshhold levels of the effects of mazes occur between zero and 1.66 mazes per minute, and that student perception is a better zero predictor of student achievement than is the direct effect of mazes. (Author/LH)