Degree

Master of Arts (MA)

Department

Communication

Document Type

Thesis

Abstract

This study examined the impact of teacher communication clarity on student engagement and vocabulary confidence in a charter high school setting. Grounded in Vygotsky’s Sociocultural Theory and constructivist perspectives, the research highlights the importance of clear instructional communication in supporting student learning. A quantitative, correlational design was used to analyze data collected from 229 students at GEO Next Generation High School in Baton Rouge, Louisiana, with 215 valid responses included in the final analysis. Data were gathered through a Likert-scale survey measuring teacher communication clarity, student engagement, and vocabulary confidence. The results revealed moderate, positive, and statistically significant relationships between teacher communication clarity and student engagement (r = .64, p < .001) as well as vocabulary confidence (r = .62, p < .001). Regression analyses showed that teacher communication clarity explained approximately 40% of the variance in student engagement and 38% of the variance in vocabulary confidence. Additionally, student engagement was strongly associated with vocabulary confidence, suggesting it is an important factor associated with student learning outcomes.” No significant differences were found across grade levels, indicating that the effects of communication clarity are consistent among students. Overall, the findings demonstrate that teacher communication clarity is a critical factor in promoting student engagement and building confidence in vocabulary use. These results offer practical implications for improving instructional practices and literacy outcomes in charter school environments.

Date

29-5-2026

DOI

https://proquest.com/docview/3346792351

First Committee Chair

Philip Auter

First Committee Member

Do Kyun Kim

Second Committee Member

Patricio Salinas

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