Teacher Questions Research Articles

Penggunaan Media Pembelajaran Aplikasi Video Dalam Meningkatkan Minat Belajar Siswa Di MIN 7 Nganjuk

The aim of this research is to determine the use of video application learning media in increasing student interest in learning at MIN 7 Nganjuk. The results of the research show that the implementation of the use of Video Application Learning Media at MIN 7 Nganjuk involves planning, implementation and evaluation. Initial, initial, and final activities are the beginning of the implementation process. The learning process then takes the form of an animated video based on the learning material and equipped with cartoon images, sound and writing. Compared to before using animated learning videos, learning with these videos will be better and run more smoothly. Increasing students' interest in learning by using animated videos in learning shows that students respond more quickly to the material taught by the teacher. An animated video is displayed when the teacher finishes showing the video to students and asks questions about it. As a result, students participate actively in class and the atmosphere is pleasant. The number of students who answer the teacher's questions after the animated learning video is shown shows an increase in students' interest in learning. Apart from that, participating in the learning process can excite students.

The Positivity of Utilizing the Classroom Interaction Strategy in English Language Learning

Interaction is becoming more important in English learning. Itis in relation with the need of the ability of the students tocommunicate in English. Success or failure in classroomlanguage learning typically has something, if not absolutelyeverything, to do with the nature of interaction that takes placeduring lessons. Language learning is the result of opportunitiesfor meaningful interaction with others in the target language.Learning to interact in English means learning to communicatein English. Interaction is an important aspect in languagelearning because it is what people do in daily lives. Thisresearch aimed to describe and interpret the meanings ofclassroom interaction. The instructor interacted with individualstudents by accepting feeling, praising or encouraging,accepting or using ideas of the student, asking questions,lecturing, giving directions, reminding noisy students, andhelping the student's work. In relation to the English lesson, thestudents interacted with their friends by talking about theactivity asked by the teacher, discussing the teacher's questions,and asking about difficult words or expressions.

Questioning the Relationships: Exploring Analogous and Homologous Structures Through Teacher Questioning

Questioning the Relationships: Exploring Analogous and Homologous Structures Through Teacher Questioning

EXAMINATION OF PEER PRESSURE IN HIGH SCHOOL STUDENTS BASED ON TEACHERS' OPINIONS

This study examines peer bullying behaviors among high school students between the ages of 15 and 18 based on teachers' opinions. The sample group consisted of a total of 30 teachers, 22 of whom were female and 8 of whom were male. All these teachers worked in high schools and equivalent schools in Istanbul. A total of 23 of the participants hold undergraduate degrees, and 7 of them hold postgraduate degrees. The participants were selected from different branches. The data were collected using the face-to-face interview technique. Teachers were asked 11 types of questions about peer pressure, and their responses were noted. The data were collected from volunteer teachers who were still on duty. The 'Peer Bullying Questionnaire in Schools', developed by the researchers and determined according to expert opinions and consisting of two parts, was used as a data collection tool. The first part of the peer bullying questionnaire includes the demographic characteristics of the participants, and the second part includes 11 types of questions for teachers about peer pressure. Consequently, this research is a study that reflects the peer bullying cases that students have been exposed to, how students react to such bullying, what kind of attitude teachers have towards such behaviors, how they act as teachers, why bullying behaviors develop, and how they suggest solutions to such behaviors. The results of the present study showed that peer bullying is a highly prevalent problem in high schools, and the students mostly suffered from verbal and social bullying. Familial factors were reported as the major cause of peer bullying. Teachers stated that the first source they used to cope with bullying was the school's psychological counseling and guidance services. The results of the present study were discussed based on the available literature, the study's limitations were indicated, and suggestions for future practical and theoretical studies were presented.

Relationship Between Teacher's Question and Answer Method on Students' Learning Motivation

Relationship Between Teacher's Question and Answer Method on Students' Learning Motivation

THE EFFECTS OF QUESTIONING AS PRE-READING ACTIVITY ON EFL GRADE 12 STUDENTS’ CRITICAL THINKING IN READING CLASSES IN KIEN GIANG, VIETNAM

<p>Research has indicated that questioning is used as an interactive way to engage students in learning English as a foreign or second language. In particular, rooted in Socratic philosophy, this strategy involves students in thinking and communicating ideas and knowledge to others for effective learning. However, teacher questioning in English classroom context in higher education in Viet Nam has not received much attention. Moreover, classroom questioning and teachers’ perceptions of this instructional practice facilitating students’ critical thinking in English major classes remained scarce. Therefore, this study aims to investigate the effects of questioning as pre-reading activity on students’ critical thinking in EFL reading classes. The participants in this study were 80 grade 12 students of the two classes at a high school, in Kien Giang province. Data collection in this study includes pre-tests, post-tests, questionnaires, and interviews. The findings from this study indicate that the implementation of questioning as a pre-reading activity by students in the experimental group yielded positive effects on students’ critical thinking in reading classes. Pedagogical implications for teachers and school administrators are made.<strong> </strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0059/a.php" alt="Hit counter" /></p>

Levels of mastering theoretical knowledge of higher mathematics in computerized testing

This paper deals with the problem of computer testing of students level of theoretical knowledge on Higher Mathematics. When assessing students in Mathematics, their mastery of skills and abilities to solve problems and to use theoretical material falls into different categories. Test tasks to assess the ability to solve typical problems are often based on the prediction of the success of their solution by students, taking into account teaching experience, task examples from published sets of tests on Higher Mathematics. The process of tasks development is rather complicated for many reasons. In particular, when discussing some tasks with the student during the exam, the teachers questions usually do not have a test form and it is more difficult to predict the success of the students performance in this case. Therefore, the paper proposes to correlate test tasks to assess the mastery of theoretical material in higher mathematics with a certain hierarchical system of levels of knowledge acquisition. Matching test tasks knowledge with mastering level allows you to take into account their development and the depth of the study of theoretical material in mathematical disciplines. The paper deals with the hierarchical system of four levels of knowledge assimilation (recognition, mechanical reproduction, fragmentary understanding, integral understanding), gives examples of tasks for each level and the results of the success in individual test tasks, which can be useful for teachers when developing tests to check the theoretical knowledge of Mathematics.

Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia

Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom.

Personalized Teaching Questioning Strategies Study Based on Learners' Cognitive Structure Diagnosis.

Personalized education has been a widely shared goal pursued by Chinese and foreign educators. As the primary method of teacher-student interaction, the importance of personalized questioning is self-evident. Due to a lack of technical support, teachers rely on their teaching experience to ask questions without considering the learning situation of learners. This results in teaching questioning being unable to support learners' learning. These questions are relatively shallow and cannot promote the construction and transfer of learners' knowledge. Cognitive diagnostic technology could diagnose learners' cognitive states and provide services for personalized teaching. Therefore, a personalized teaching questioning strategy based on learners' cognitive structure diagnosis was proposed in this study. Firstly, we diagnosed learners' cognitive structure through usability, distinguishability, and stability. Secondly, we discussed the types of questions that teachers should raise when facing learners in different situations. We also discussed the application of personalized teaching questioning strategies. The experiment took place at M Primary School in Ningxia, China, with the participation of one teacher and ninety-seven fourth-grade students. Seven lessons were observed and videotaped across a range of topics. The study revealed that personalized teaching questioning strategies could improve learners' academic performance and subject literacy. They can also increase the number of teacher questioning, change the depth of teacher questioning content, and expand the scope of questioning subjects.

Gaps in Teaching Learning Theories in Pakistani Teacher Education Programs: Bridging Paradigm and Reality

This study was conducted to find out how and why learning theories are taught in current Pakistani teacher education programs: identifying a gap between paradigm and reality in teacher education. The objectives of the study were: to investigate how and why learning theories are taught in current Pakistani teacher education program, to identify the gap between paradigm and reality in teacher education, to ascertain the differences between teachers’ opinions regarding the gap between paradigm and reality in teacher education on the base of demographics, to ascertain the difference between students’ opinion on the base of demographic variables. All (44) male and female teachers, (26 males and 18 females) and 1247 students (626 males and 621 females) from the Department of Education at the IUB Bahawalpur, IUB (RYK Campus), and KFUEIT were the populations of the study. The quantitative survey method was utilized and the data was collected by using stratified random sampling. A self-structured questionnaire containing fifty (50) questions for teachers and forty-five (45) questions for students was used. Twenty-five questionnaires for teachers and 621 questionnaires for students were distributed among the participants. The data from 646 participants were analyzed by utilizing SPSS for descriptive statistics and inferential statistics. The results revealed that the majority of the teachers taught learning theories in their regular lessons, and it is endorsed by the students. It is suggested that learning theories may be implemented practically to enhance the expertise of teachers.

Comparing the Learning Environments Related to Mathematical Modelling Through Distance Education

This study aims to compare two different learning environments designed online in terms of their contributions to the development of mathematical modelling competencies. In the research, which was designed with the triangulation method, among the mixed research methods in which the qualitative and quantitative research methods are used together. The participants, determined with the purposeful sampling technique, consisted of 53 fourth class students who were studying at the mathematical teaching department of a faculty of education. In the research, while the quantitative data were analyzed with the paired samples t-test and Wilcoxon test, the qualitative data were analyzed with the content analysis. As a result of the analyses, while a significant difference was found in favour of the post-test between the modelling test questions of the pre-service teachers who attended the distance education in groups, the modelling test results of the pre-service teachers who attended individually did not differ. In addition, while it was observed that the participants who attended individually had difficulty in expressing themselves more throughout the process, it was determined that those who worked with groups tried to verify the results they reached more during the modelling process compared with those who participated individually.

Defining openness in teachers’ ‘open’ questions

Abstract Extensive research has focused on analysing teacher-student discourse within whole-class dialogic interactions, and several descriptive tools have been proposed so far to cover possible variations. However, what still remains unanswered is what types of teacher questions are ‘better’ than others. To answer this question, I propose a pragmatic analysis of teacher-student interaction based on the criteria of authenticity and dialogicity. The analysis focuses on two types of dialogue moves, ‘information-seeking’ and ‘inquiry’ moves and their subtypes, as assessed on the basis of their degree of dialogicity, emerging from the dialogue sequence in which the moves are situated. The discussion focuses on how such a normative analysis of interaction can help teachers guide more productive dialogues with their students.

Classroom Questioning:Pre-Service EFL Teachers’ Questioning and Modification Strategies

One of the most important keys to create an interactive language classroom is initiation of interaction by the teacher. In order to foster interaction in foreign language classrooms, “questioning” is known as one of the effective ways. However, asking lots of questions inforeign language classrooms does not guarantee stimulation of interaction for language teachers. Thus, the quality of the questioning strategies employed by foreign language teachers has of significance.The present study takes exploratory-descriptive inquiry into research issue under investigation and sets out to search teacher questions posed in EFL classrooms in Turkey. The participants of the study are 10 senior pre-service EFL teachers.The data is gathered by means ofobservation, field-notes and audio-recordings of classroom observations held in secondary school classrooms. The results reveal that Turkishpre-serviceEFL teachers mostly use display questions and use modification strategies like rephrasing, simplification, repetition, decomposition, and probing.However, they have challenges when sequencing questions. They tend to ask many things at a time or prefer very general questions. They fail when giving prompts, clues or examples andthey tend to reply to their own questions. The present studyoffers some implications for teacher education programs to increase the quality of pre-service teacher training.
 

The Effect of Motivation and Audio Visual Media-Based CTL Method on News Text Writing Skills

This study is entitled "Establishment of Confidence through a Seven Minute Lecture for Students of Baitul Huda Semarang Madrasah (MI)" with issues that focus on: (1) How to Build Self-Confidence through a Seven Minute Lecture for Students of Madrasah Bidayuh (MI) Baitul Huda Semarang, (2) What are the contributions of the Seven Minute Lecture in Building the Confidence of Students MI Baitul Huda Semarang. A qualitative approach is a method used in this study, with primary and secondary data sources, using data collection techniques in the form of observation, interviews, and documentation and documentation and using data analysis in the form of data reduction, data presentation, and drawing conclusions. The results of the study suggest the following: forming the self-confidence of MI Baitul Huda Semarang students through a cult whose implementation when after dhikr the Duur prayer is in congregation at the mosque, there are obstacles regarding the lack of enthusiasm of students in listening to their friends who are in charge of delivering a Seven Minute Lecture, and if students forget to prepare the material that will be delivered for the Seven Minute Lecture. The contribution of the Seven Minute Lecture activity in building the confidence of fifth grade students of MI Baitul Huda Semarang is that students are more self-confident, such as not hesitating or being embarrassed or afraid when expressing opinions in class, such as when discussing and answering teacher questions. Then little by little, he was no longer afraid when delivering the Seven Minute Lecture material in front of his friends. In addition, it can add insight into religious issues. Then introduce students to the field of da'wah.

Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers

Many metropolitan cities have undergone rapid demographic changes in recent years, and such changes hasten and widen linguistic diversities. Similar changes are happening in Sydney, Australia and Hamburg, Germany. These changes are most acutely felt and observed in the classrooms where multiple languages are spoken, despite a prevalent monolingual mindset in education in both these contexts. What do pre-service teachers think of language learning and multilingualism in the face of demographic and sociolinguistic changes? This is a particularly urgent question for pre-service teachers, whose perspectives on multilingualism will considerably influence on how their students view language learning and maintenance. Based on a survey of 436 pre-service teachers in Sydney and Hamburg, this comparative study explores the relationship between their linguistic profiles (monolingual, multilingual and how they become multilinguals) and the way they perceive societal multilingualism and the need to promote multilingual education to all. The findings suggest that formal language education, more than heritage backgrounds and knowledge, provided the necessary experience to foster a more open attitude towards societal multilingualism and language learning.

Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view

Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.

Teacher Efforts and The Characteristics Of Islamic Religious Education Teacher In Improving Students' Reading Ability

The background of this research is the teacher's efforts related to how a teacher is able to understand and determine the boundaries that must be carried out by a teacher in organizing material, interacting, and carrying out learning processes for students of SDN 09 Nanga Sayan. This is good, marked by enthusiastic participation direct learning, asking questions and answering teacher questions, and paying attention to the teacher during learning. This is what makes researchers interested in conducting more in-depth research. This research is focused on (1) How are the Efforts of Islamic Religious Education Teachers and Characteristics in Students of SDN 09 Nanga Sayan for the 2022/2023 Academic Year? (2) How is the Ability to Read the Qur'an in Students of SDN 09 Nanga Sayan for the 2022/2023 Academic Year? (3) What are the Efforts of Islamic Religious Education and Character Education Teachers in Improving the Ability to Read the Qur'an in Students of SDN 09 Nanga Sayan for the 2022/2023 Academic Year?This research is a type of descriptive research with a qualitative approach. Data collection procedures carried out are using observation techniques, interviews, and documentation. Researcher interviews were conducted with ethics subject teachers.Based on the results of the study, it can be concluded as follows: (1) The efforts of Islamic Religious Education and Characteristics Teachers to instill a sense of enthusiasm and also provide motivation in various ways, moreover teaching children who are just learning to read the Qur'an is something that is certain. not easy. (2) Students' Ability to Read the Qur'an in SDN 09 Nanga Sayan found that there are some children who can read the Qur'an and some who cannot read the Qur'an. (3) Efforts of Islamic Religious Education and Moral Education Teachers in Improving Al-Qur'an Reading Ability at SDN 09 Nanga Sayan by repeating hijaiyah letters such as the letter ba, what it looks like in front, what it looks like in the middle and what it looks like at the end

Teacher questions: A comparative analysis between English‐medium and Basque‐medium lessons at university

AbstractIn this article we present a comparative study in which we analyzed teacher questions in two different languages of instruction, namely, English‐medium instruction (EMI) and Basque‐medium instruction (BMI) classes at university. For this purpose, we videotaped and analyzed two teachers who delivered 29 lessons forming a corpus of 39 h of recording. The tool used for classroom observations and for the analysis was the Communicative Orientation of Language Teaching observation scheme, which was then followed by statistical analyses. Results revealed that the language of instruction did not exert an influence on questioning practices, since there were no significant differences between EMI and BMI lessons. However, results revealed teachers and their teaching style as an influential variable when it came to questioning. In both languages the most utilized types of questions were Display Questions, followed by Convergent Referential Questions, which indicated that lower‐order questions predominated over higher‐order questions. As for pedagogical implications, we highlight the need for teacher training so that lecturers become aware of the importance of promoting interaction in the classroom through questions, as well as the positive impact of asking higher‐order questions that entail a cognitive challenge for the students.

INVESTIGATING TEACHER QUESTION TYPES IN AN EFL (ENGLISH AS A FOREIGN LANGUAGE) PRIMARY SCHOOL IN THAILAND

Teacher questions have become an important role in the teaching process, especially in English classes. This study investigates the various types of teacher questions used in the classroom during the teaching and learning process. This study held at primary school in Darul Ulom Nibong Baru, 4082, Sateng Nok, Mueng Yala, Thailand. This study aims to find out the types of questions that are often used by teachers in foreign language classes. The questions were identified and classified based on the framework of Richards and Lockhart (1996) as procedural, convergent and divergent. This study used a qualitative method and data was collected through observation for 55.37 minutes from two teaching sessions. This research was conducted by observing (video recording) both teachers and students and interviewing the teacher. The results of this study indicate that questions with Convergent type is the most frequently used by teachers in class (86%) compared to procedural (9%) and divergent (5%) questions. Convergent question types are often used by teachers because these questions encourage students to always answer based on the material taught by the teacher during the learning process.

The Use of Politeness Strategies in Online Teacher-Students’ Virtual Classroom Interaction

This research focused on analysing the politeness strategies in online teachers' and students' virtual classroom interaction at SMPN 16 Cirebon. Therefore, the main objective of this research was to explain the use of positive politeness strategies, negative politeness strategies, bald-on-record strategies, and off-record strategies and the relationship among the politeness strategies in teacher-students virtual classroom interaction in the online teaching-learning process at SMPN 16 Cirebon. The data were collected by using observation with recording and note-taking. The data was analyzed using thematic analysis, Braun and Clarke's theory. The finding showed that positive politeness, negative politeness, bald-on-record, and off-record strategies exist in virtual classroom interaction. The teachers used positive politeness to engage students' attention and build a comfortable situation in the online virtual classroom. At the same time, students used it to respect the teacher before conveying their questions or answering their opinions. The students and teachers use bald-on-record to communicate their feelings in an emergency. Students used off-record to avoid the teacher's questions, while the teacher used it to build the student's thoughts in the beginning activities. All the strategies correlate and impact creating an atmosphere or situation in online virtual classroom interaction.