A Study on the Extent to which Effective Use is Made of Questioning Technique in Teacher Training Institutes
No Thumbnail Available
Date
1995-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The maj or obj ecti ve of this study was to determine the
extent to which effective use 1S made of the Questioning
Technique of Teaching in the teaching learning process of the
training of primary school teachers. To this end, attempts were
made to gather information from instructors who teach in Teacher
Training Institutes . This information was procured through
classroom observation during the teaching learning process by the
use of Observation Schedule .
to
Among twelve Tacher Training Institutes, two were selected
t
using purposive sampl ing technique. Four teachers from each
institute (that 1S, a total of eight trainers) \.Jere selected.
Considerations were given to the subject areas while selecting
teachers. These subjects included: Amharic, English, pedagogics,
and psychology. Then, the data was interpreted using statistical
methods (such as percentage distribution and chi-square
statistical test) .
Results revealed that trainers more frequently posed
questions both at start and end of the daily lesson . Of the
questions asked , the majority were used for obtaining feedback:
so as to assess trainees' ability of recalling, recognizing,
remembering, and the like. The majority of the questions "Jere
lower- order or knowledge level questions . Questicns that dema nded
trainees' ability of compar1ng, reasoning, justifying/
exemplifying, judging/assess ing, summarlzlng, and the like
(Mid dle a nd Higher-or der questions) we r e min i mal. The r esult also
showed that the pur poses of questions, the cla s sifications for
which questions were distributed, and the skills in questioning
were not affected by years of teaching experience in Teacher
Training Institutes, student population, and differences in
subject area .
Questions posed when presenting the new lesson, besides
being so few, were dominated by the approval-seeking knowledge
quesrions . Tralners fili~ea-to glve h 1nts/ clues tor weak answers
and incorrect responses . Their ability of stating a question so
as to lead a trainee to a better answer; their ability of
requesting fuller answers or the avoidance of surface answers
were unsatisfactory. Generally, the teaching- learning process was
a teacher dominated one that facilitated the rote type of
<
learning. Questions were not effectively used in the training of
primary school teachers.
Therefore, t o avo id the r ote t y pe of lea r ning i n Teache r
Training Institute s 1n particular and 1n pr1mary s chools of
Ethiopia in general, trainers 1n Teac her Training Institutes
should give much emphasis to Middle and Hi gher o rder questions in
the teaching-learning process . They sh o ~ld prepare such questions
ahead of c l asshours . Ref r eshi ng o r u pgrading cou r ses that involve
the Questioning TeChnique of Teaching s hould be given to pr1mary
school teachers .
Description
Keywords
A Study on the Extent to Which Effective, Use Is Made of Questioning Technique