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| dc.contributor.author | Kidus, Yohannes Mekuriaw | |
| dc.date.accessioned | 2017-07-31T10:41:02Z | |
| dc.date.accessioned | 2017-07-31T10:41:58Z | |
| dc.date.available | 2017-07-31T10:41:02Z | |
| dc.date.available | 2017-07-31T10:41:58Z | |
| dc.date.issued | 2017-07-31 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7489 | |
| dc.description | The Thesis Presented in Partial Fulfilment of the Requirements for the Degree of Master of Education in Curriculum and Instruction | en_US |
| dc.description.abstract | ABSTRACT This study investigated classroom questioning: teachers' practices, perceptions and its contribution to enhance students learning performance in second cycle primary schools of Bahir Oar city administration. Although questioning is a central aspect of any classroom interaction, it is still an under-researched area in the Ethiopian classroom context. This study employs a mixed method design where quantitative and qualitative approaches were used for data gathering and analysis. The study therefore aimed to investigate teachers' perceptions and practices of classroom questioning, the quality of teachers' classroom questions in terms of their type, level (high/low order thinking), appropriateness to the instructional objectives, and wait-time., and the contribution of classroom questioning for students learning enhancement. Thirty five teachers of English language and eighty students from seven second cycle primary schools participated in the study. Three research instruments (questionnaire, observation, and interview) were used to gather pertinent data which simultaneously were also used for triangulation of data. The findings indicate that second cycle primary school English teachers appears to have favourable perception towards classroom questioning and demonstrated better practices. Students also perceive teachers' practice of classroom questioning as happening in the direction of contributing for their English language learning enhancement. With regard to the characteristics of teachers classroom questions, the majority of them were found to be academic in nature but in the low-level category; teachers source most of their classroom questions from the textbook; teachers) had the tendency to dominate classroom interaction in their questioning and imbalance in encouraging of voluntary and non-voluntary students' responses; teachers classroom questions were also related with the instructional objectives which were designed to provoke low level student thinking; and teachers gave extended wait-time (above the threshold time of 3 to 5 sec.) for most of the classroom questions even if they were low level questions. These teachers rationalised the apparent mismatch between what is stipulated by the national curriculum and how they actually teach in terms of posing questions that develops the problem solving ability of students. Through these findings it was implicated to revisit the teacher education curriculum whether it included contents/or elements that are intended to raise pre-service teachers' knowledge of the techniques and skills of questioning; the researcher therefore hopes that to create awareness among education authorities, and teachers on the current state of classroom practice pertaining to questioning is instrumental through training particularly focussing on the techniques and skills of questioning. | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | Classroom Questioning: Teachers' Perceptions, Practices and Its Contribution to Enhance Students Learning Performance (A case study in Bahir Dar second cycle primary schools) | en_US |
| dc.type | Thesis | en_US |
