Desta, Azeb (PhD)Ademe, Biadgelign2022-05-112023-11-052022-05-112023-11-051995-05http://etd.aau.edu.et/handle/123456789/31596The 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 .enA Study on the Extent to Which EffectiveUse Is Made of Questioning TechniqueThesis