The Effects of Quantity and Quality of Teachers’ Probing and Guiding Questions on Student Performance

Abstract

This study investigated the types, quantity, and quality of teacher questions and their impact on student understanding. In contrast to previous studies, in order to obtain optimum effects of question types, quantity, and quality, this study controlled for variables such as teachers' experience, textbooks used, and teachers' mathematics preparation knowledge, all of which may affect student achievement. The data were collected from 33 7th-and 8th-grade teachers in 2 different states, Texas and Delaware, who participated in a longitudinal project. A total of 103 videotapes were obtained. For the 1st research question, Hierarchical Linear Modeling (HLM) was run with 2 levels; student and teacher. For the 2nd question, inter-correlations were computed between the variables. We found that the quality teachers' probing questions significantly predicted student performance when other variables were controlled.We also found that the quality and quantity of guiding questions and probing questions significantly correlated. Keywords

Akademik Amaçlı İngilizce Bağlamında Bekleme Süresi: Konuşma Analizi Bakış Açısı

“…However, in a language classroom, it can be helpful to implement wait-time in terms of classroom interaction since second language classroom is an institution with its own rules and conventions. All in all, it can be said that the findings of the current research have parallelism with the review of the literature in terms of positive outcomes (Alsaadi & Atar, 2019;Altiere & Duell, 1991;Aras, 2007;Baysen & Baysen, 2010;Davenport, 2003;Mak, 2011;Morgan & Saxton, 1994;Riley, 1986;Rowe, 1974aRowe, , 1974cRowe, , 1986Samiroden, 1983;Swift & Gooding, 1983;Şahin, 2015;Tobin, 1986;Tobin & Capie, 1982;Yaqubi & Rokni 2012) of wait-time.…”

“…In the literature, there are numerous studies on wait-time including both positive and negative findings and perspectives towards it. Considering the studies with the positive outcomes, a plethora of studies can be mentioned (e.g., Alsaadi & Atar, 2019;Altiere & Duell, 1991;Aras, 2007;Baysen & Baysen, 2010;Davenport, 2003;Mak, 2011;Morgan & Saxton, 1994;Riley, 1986;Rowe, 1974aRowe, , 1974cRowe, , 1986Samiroden, 1983;Swift & Gooding, 1983;Şahin, 2015;Tobin, 1986;Tobin & Capie, 1982, Yaqubi & Rokni, 2012Yataganbaba & Yıldırım, 2016) while there are also those with the negative outcomes (e.g., Duell, 1994Duell, , 1995Honea, 1982;Ingram & Elliott, 2015;Matt & Shannon, 2007). Morgan & Saxton (1994) perceive that wait-time is "an active silence" in which students can think and develop a response for the question posed (p. 80).…”

Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning?

“…Questions are given in higher order to stimulate students' thoughts in giving their perceptions or opinions logically with evidence. Sahin (2015) in his study, said that these kinds of questions have matches with the implementation of analysing and evaluating skill in Bloom's taxonomy.…”

Sorgulayıcı Soruların Öğrenciler Üzerindeki Etkisi

“…Sorgulayıcı sorular genellikle açıklama ve gerekçelendirmeye teşvik eden sorular olarak bilinir (Kosko, 2016;Moyer ve Milewicz, 2002;Şahin ve Kulm, 2008). Tanışlı (2013) (Chin, 2004;Ilaria, 2009;Myhill ve Dunkin, 2005 (Chin, 2006;Döş, Bay, Aslansoy, Tiryaki, Çetin ve Duman, 2016;Franke vd, 2009;Şahin, 2015 Hahkiöniemi, 2013;Ilaria, 2009;Martino ve Maher, 1999;White, 2001).…”