Teachers’ Questioning Techniques in Advanced Level Chemistry Lessons: A Tanzanian Perspective

Kira, Ernest Simon; Komba, Sotco Claudius; Kafanabo, Eugenia Joseph; Tilya, Frank

doi:10.14221/ajte.2013v38n12.7

Cited by 9 publications

(10 citation statements)

References 7 publications

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“…Particularly, in relation to teacher feedback, it is believed that questioning could scaffold development and learning in teacher training feedback sessions, Engin (2012). Differently, in Australia EFL context, Kira et al (2013) investigated the extent to which teachers' questioning techniques and the way teachers handled students' responses facilitated students' learning and promoted their thinking skills. The findings showed that 80% of the observed teachers had a moderate ability in using questioning techniques to measure students' understanding.…”

Section: Past Studies On Teacher Questioning In Efl Classroommentioning

confidence: 99%

Teacher Questioning as A Formative Assessment Strategy In EFL Context

Milawati

2017

JELTL

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<p>Existing studies on classroom questioning tend to focus on exploring effective teacher’s questioning in classroom learning and finding the relationship between questioning behavior and students outcomes, however, there has been scarce research on teacher questioning as a formative assessment strategy. It investigated how teachers deployed questions to stimulate student thinking, uncover students’ current level of learning, and allow responses to inform pedagogic decisions. The research method was classroom observations. This article highlights the practice of one experienced teacher who conducted quality questioning to gauge and facilitate learning. It also provides practical insights into how questioning can be developed as a formative assessment method and recommends equipping teachers with further knowledge and skills to carry out effective questioning.<br /><br /></p>

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Section: Past Studies On Teacher Questioning In Efl Classroommentioning

confidence: 99%

Teacher Questioning as A Formative Assessment Strategy In EFL Context

Milawati

2017

JELTL

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“…The questions which were asked to students should be appropriate in terms of subject progress and students' comprehension. Kira et al (2013) said that some questions should be asked in a certain level of students' intelligent ability so that the passiveness of students' response argued by Rahman and Manaf (2017) and Case (2013) as the unfortunate effect of Bloom's taxonomy higherorder thinking can be avoided. Moreover, David (2007) said that in the low order thinking, questions are very useful to engage classroom interaction, while Ragawanti (2009) added that uncomplicated required-answer of these questions made interaction in class more easily engaged.…”

Section: Cognitive Domain Of Bloom's Taxonomy In Questions To Promotementioning

confidence: 99%

“…The lack of promoting higher order of thinking in questions has been proven as one of the factors causing students' achievement problems (Diaz et al, 2013). It also leads to students' tendency to only memorize the information and illustration from the textbooks (Viechnicki & Kuipers, 2006); thus, when in one condition their answers disagree with the theory, they choose to manipulate the answer without thinking critically (Kira, Komba, Kafanabo & Tilya, 2013). Consequently, the effectiveness of questions is depended on how intentionally lecturers ask questions to achieve a certain goal (Strother, 1989).…”

Section: Introductionmentioning

confidence: 99%

The use of cognitive domain in questions: The perception of students and lecturers of public universities in Aceh

Fitriani

Yusuf

Zumara³

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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The purpose of this study is to investigate the cognitive domain of Bloom's taxonomy used in questions asked by lecturers to their students at two public universities in Banda Aceh, Indonesia. The data for the study were gathered from both the students' and lecturers' perceptions. There are 218 students and 19 lecturers involved in this survey as the respondents. This study found that both lecturers and students from these public universities perceived that the lecturers frequently used all levels of the cognitive domain of Bloom's taxonomy. The students perceived that the most frequent cognitive domain used by the lecturers in questions is the domain of create, followed by the cognitive domain of understand, remember, evaluate, apply and lastly the cognitive domain of analyze. On the other hand, the lecturers believed that they use the cognitive domain of remember as the most frequent cognitive domain in questions. In the second place, the lecturers perceived the use of domain of understand while in the third, and fourth place there are the domain of create and the domain of evaluate, followed by the cognitive domain of analyze and apply. Therefore, lecturers are recommended to maintain the quality of questions in classrooms to promote students' critical thinking by using all cognitive domains of Bloom's taxonomy. Universities should frequently survey to have a reliable and valid record of lecturers' performance based on students' and lecturers' opinions to consistently improve the quality of teaching and learning.

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“…This is because of the common view that educational initiatives or programmes will be more effective if teachers are given more autonomy and they are involved in decision-making concerning the programmes ( . It means that teacher participation in decision making is always associated with successful implementation of any educational initiative (Kira, Komba, Kafanabo & Tilya, 2013).…”

Section: Points Out That Inmentioning

confidence: 99%

An Investigation of Teachers’ Perceptions of the Implementation of the Big Results Now Initiative in Tanzanian Education Sector

Komba

Sigala²

2015

IJE

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This study was conducted in order to investigate teachers' perceptions of the implementation of the Big Results Now (BRN) initiative in Tanzanian education sector. The specific objectives of the study were to examine teachers' perceptions of the implementation of the BRN initiative in Tanzanian education sector and recommend ways of improving the implementation of the initiative. The study involved 120 teachers from six government secondary schools in Njombe Region, one of the regions of Tanzania. The data were collected using a set of questionnaire and focus group discussions. The quantitative data were analyzed using computer software, Statistical Package for Social Sciences, version 18, in which frequencies and percentages of responses on teachers' perceptions of the implementation of the BRN initiative in Tanzanian education sector were computed. In addition, the qualitative data were analysed using content analysis. The findings indicated that there was lack of understanding of the objectives of the BRN initiative in Tanzanian education sector among the majority of teachers. Moreover, the teachers were not involved in the plans to implement the BRN initiative and conditions in schools were not supportive for the successful implementation of the initiative. On the ways of improving the implementation of the BRN initiative in Tanzanian education sector, teachers recommended, among others, that they should be educated on the objectives of implementing the initiative as they are the cornerstone in making the initiative a success.

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Teachers’ Questioning Techniques in Advanced Level Chemistry Lessons: A Tanzanian Perspective

Cited by 9 publications

References 7 publications

Teacher Questioning as A Formative Assessment Strategy In EFL Context

Teacher Questioning as A Formative Assessment Strategy In EFL Context

The use of cognitive domain in questions: The perception of students and lecturers of public universities in Aceh

An Investigation of Teachers’ Perceptions of the Implementation of the Big Results Now Initiative in Tanzanian Education Sector

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