Abstract
Introduction: This research investigates the impact of questioning strategies on the reading comprehension skills of Pakistani O-Level students. The study employed a true experimental research design, dividing 30 students from FFC Grammar School and College, Goth Machi, Sadiqabad, into Control and Experimental groups based on age and capability. Methodology: Random sampling formed the Control and Experimental groups, with both undergoing pre and post-tests to assess reading comprehension levels. While the Control group received traditional teaching methods, the Experimental group received treatment involving diverse questioning techniques during reading activities. Results/Findings: Statistical analysis revealed significant differences favoring the Experimental group. The implementation of varied questioning techniques led to improved comprehension of complex texts among students in this group. Future Direction: This study underscores the efficacy of well-planned questioning approaches in enhancing reading comprehension. Further research could delve deeper into refining and optimizing these strategies to foster even better academic outcomes for O-level students in Pakistan.
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