Dimensions of questioning : a qualitative study of current classroom practice in Malaysia

• Main Author: Hussin, Habsah binti
• Published: University of Warwick 2006
• Subjects: 372.10209595; LB Theory and practice of education
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524286

This study investigated questioning practice in Malaysian secondary school classrooms to determine teachers' rationale for adopting certain questioning techniques, and to use the findings to inform teacher education. Although questioning is a central aspect of any classroom interaction, it is still an under-researched area in the Malaysian classroom context. This study employs an in-depth naturalistic approach and focuses on every day classroom events pertaining to questioning. The study aimed to investigate teachers' knowledge and beliefs that underpin their techniques of posing and sourcing questions; the levels and types of questions they pose for English and EST (science taught in English); and students' perception of their teachers' questions. Seven teachers of English and two intact classes of Form 5 science students from a secondary school in Malaysia participated in the study. Five research instruments (observation, individual interviews, extended interviews, focus group interviews and document review) were used for triangulation of data of the study during the three-month fieldwork. The findings indicate that the majority of questions these teachers posed in English and EST lessons were in the low-level, factual category; questions based on and from sources/materials were not fully utilized; teachers had the tendency to dominate classroom interaction in their questioning; and teachers' beliefs about their students' needs and ability more than their knowledge inform their questioning practice. These teachers rationalised the apparent mismatch between what is stipulated by the national curriculum and how they actually teach in terms of posing questions as their way of accommodating their students' ability and needs and preparing their students for their SPM (Malaysian Certificate of Education) examination. Through these findings the researcher hopes to create awareness among education authorities, practicing teachers and student teachers of the state of current classroom practice pertaining to questioning and suggest some ways in which this situation can be improved.