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This study examined the effects clear and immediate teaching have on student learning, state receiver apprehension, and affect. Although teacher clarity and constructs conceptually similar to immediacy have been identified as effective teaching behaviors, few experimental studies have investigated the combined use of these behaviors. This is important because research related to clear teaching suggests that immediacy may be a necessary precursor to clear teaching and that the absence of immediacy may significantly threaten the effectiveness of clear messages. A review of this research is followed by the identification of attributes which characterize clear teachers. The results indicate that clarity, as defined in this study, is an important factor in student learning. Students who were taught by a clear teacher learned more than those who were taught by an unclear teacher. Immediacy did not have a significant effect on learning but did increase students' affect for the instructor and the course material.