Teacher’s Questioning Effects on Students Communication in Classroom Performance

Abstract

Classroom questioning has been more of a puzzle regarding its role in learning output among school students. Research studies point to its significance in affecting students’ performance and achievement. The purpose of this study is to investigate how students perceive teachers’ questions in the classroom and relate them to their academic participation. The study also inquires question-types that are more or less favorably received and their consequences. The study is conducted in three schools (Grade V to VIII), and a sample of 50 students was purposively selected and interviewed through semi-structured interviews. A qualitative method is used to analyze the data; where the primary data is supported by secondary information and previous scholarly arguments.

The discussion reveals that questioning in the classroom is positively associated. The study recommends that training sessions and workshops should be organized for teachers along with induction of practical courses on how to use effective questions in the classroom. Furthermore, developmental questions can be used by developmental managers in the workplace as they encourage their employees to think for themselves when taking care of customers and increasing productivity.

Keywords: Teachers, classroom, questioning, high-order question, low-order question, wait time.