Exploring the Context Dependent Factors That Shape Teachers’ Practice of Quality Classroom Questioning: A Case of a Secondary School Setting

Authors

  • SAMUEL OLUOCH

DOI:

https://doi.org/10.55628/jctie.v2i1.18

Keywords:

Quality Questioning, Contextual Factors

Abstract

Classroom questioning as one of the practices and tools at a teacher’s disposal in the teaching and learning process can be considered the strongest tool to teach students how to think. In the teaching and learning process, there is traditional questioning and quality classroom questioning. The purpose of this study is to explore the context dependent factors that shape quality classroom questioning practices manifested in the teaching and learning process in a form four class. The study used the Bloom’s taxonomy and the Information Processing model as theoretical framework for the study to analyze the quality of questions and activities used to direct learner attention, encourage thinking, and promote real learning. The study was based on interpretivist paradigm that is exploratory in nature taking a qualitative approach. It involved use of classroom observation, semi-structured interviews involving four teachers and six learners, and document analysis on departmental minutes, schemes of work, lesson observation forms and lesson plans to collect data. It was found out that the context dependent factors that shape questioning were found to include the classroom setting, examinations, pedagogical culture, and learners’ state of mind. Further studies are recommended to establish relationship between contextual factors and question presentation practices, and on the influence of contextual factors on cognitive level of questions and responses.

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Published

2022-02-28

How to Cite

OLUOCH, S. (2022). Exploring the Context Dependent Factors That Shape Teachers’ Practice of Quality Classroom Questioning: A Case of a Secondary School Setting. Journal of Contemporary Trends and Issues in Education, 2(1), 72–99. https://doi.org/10.55628/jctie.v2i1.18