Teacher Questions Research Articles

Upaya Meningkatkan Hasil Belajar IPS melalui Penerapan Model Discovery Learning Siswa Kelas IX.2 SMP Negeri 4 Mataram

The purpose of this study was to determine the improvement of social studies learning outcomes through the application of the Discovery Learning model for Class IX.2 students of SMP Negeri 4 Mataram in the 2018/2019 academic year. The subjects of this study were students of class IX.2 SMP Negeri 4 Mataram with a total of 32 students consisting of 16 male students and 16 female students. The selection of class IX.2 aims to improve and enhance students' learning activities in social studies learning by applying the Discovery Learning model. Based on the results of the research analysis obtained, it will be concluded that the application of the Discovery Learning model can improve student learning outcomes, especially social studies subjects. This is evident in the initial conditions with an average value of 70.53% then increased in the first cycle with an average value of 75.41% then increased again in the second cycle with an average value of 79.75. While the completeness of student learning outcomes in the initial conditions was 46.88% while in the first cycle was 68.75% and then increased again in the second cycle, namely 90.63%. In addition to the learning model, Discovery Learning can increase teacher activities in guiding and drawing conclusions from the subject matter. While student activities, students can pay attention to the teacher's explanation during the learning process, students are active in asking questions and answering teacher questions.

Teacher's Questioning Strategies during the Classroom Interaction at Islamic Senior High School

There were several students’ problems that the writer found at Private Islamic Senior High Schools (MAS) including in MAS AsySyarif Koto Laweh Tilatang Kamang. First, some students are often silent in English class. Second, some students find it difficult to understand the learning material. The last the teacher ignores the differences in students' abilities. This research aims to determine the type of questioning strategy and how to apply the questioning strategy in classroom interaction. This research is qualitative descriptive. The informant of this research was an English teacher at MAS AsySyarif Koto LawehTilatangKamang. The data were obtained through observation and interviews. This research found 6 types of Questioning Strategies used by the teacher, there were Knowledge questions, Comprehension questions, Application questions, Analysis questions, Synthesis questions, Evaluation questions. And found 3 to apply questioning strategy there were, questioning at the beginning, Questioning at the middle of the class, and Questioning at the end.

Interpersonal projection as EFL teachers' discourse strategy to enhance students' willingness to communicate: A systemic-functional perspective

Previous studies have revealed situational variables affecting the moment-by-moment state of students' willingness to communicate (WTC), but few have addressed teachers' strategies enhancing students' WTC, which are highly required in contexts of EFL teaching where low WTC has been noted. This study explores the extent to which interpersonal projection (IP)—a meaning-making resource used to invite the addressee to express a personal viewpoint—can be used by EFL teachers as a discourse strategy to enhance students' WTC. An experiment was conducted in which students at two different levels of English proficiency answered teacher questions in two forms, one with IP added and the other without. A follow-up semi-structured interview with EFL teachers elicited their perceptions on IP's role in teacher-student communication. Results indicated that the questions added with IP were significantly associated with higher WTC as manifested in lengthier and more complex student answers, despite differences in students' levels of English proficiency or the types of questions asked; and that the teachers perceived IP as helpful in reducing teacher-student distance and promoting student thinking and speech production. The findings are discussed in relation to both pedagogical practices and WTC research.

Teacher questions in English medium instruction classrooms in a Turkish higher education setting

This article presents a qualitative study investigating the lecturers’ questions in various English medium instruction (EMI) courses in a Turkish higher education (HE) setting following a social interactionist perspective. More specifically, the study focuses on a comprehensive investigation of lecturer questions in terms of the scope of talk, typology, contingency, the convergence-divergence according to the taxonomy of Boyd (2015). Nineteen hours of EMI lessons from ten different content courses were video-recorded. The findings demonstrated that the most frequent questioning by the lecturers was carried out in mathematics and engineering courses in which more dominance by lecturers’ questioning in classroom discourse was observed. Additionally, results revealed that the EMI lecturers mostly used text-based, display, and convergent questions, which resulted in restricted interaction in classes. As an implication, the study unpacked a need to train EMI lecturers in classroom discourse competence to use the questions more functionally for student involvement in classroom interaction.

Assessment of the level of anti-corruption culture in medical colleges of the Republic of Kazakhstan

Abstract Background The relevance of the topic lies in the fact that anti-corruption measures in educational institutions today are an acute problem in the education system of the Republic of Kazakhstan. The facts of corruption in the field of education have a destructive effect on the process of training health professionals. Methods The study of the level of anti-corruption culture was carried out on the basis of a survey of 13,110 students, 825 teachers and 199 administrators. We have developed 3 types of questionnaires for each category of respondents. The survey was conducted on the SurveyMonkey platform in May-June 2020. Results An analysis of the level of anti-corruption culture indicates that the greatest risk of situations in which elements of corruption in college are most common occurs when entering college, passing midterm exams (ratings), and passing final exams and tests. As the main reasons for corruption in college, most respondents point to the low level of teacher salaries, low interest in learning among students. Teachers and administrators give much higher satisfaction with the level of response of the college administration to complaints about corruption and unethical attitudes than the students themselves. Conclusions In order to ensure a timely response to the facts of corruption and the formation of an anti-corruption culture, it is necessary to ensure regular feedback from students, questioning of teachers and administrators. Activities aimed at identifying, suppressing and preventing corrupt practices should primarily relate to the process of entering college, passing midterm and final exams. Key messages The discrepancy in the assessments of certain categories of respondents indicates the need for regular feedback from students, conducting a survey of college staff. Anti-corruption measures should relate primarily to the process of entering college, passing midterm and final exams.

How the questions of prospective teachers evolve when linking research to practice

This research-to-practice study examines the dynamic characteristics of question formation when teachers begin to research problems of teaching or learning in the classroom. Prospective elementary mathematics teachers (n = 27) documented their questioning process using research logs and recorded 41 changes to their initial research-guiding questions: 22% of changes reflected a shift in language use, and 78% reflected an evolution in the topic itself. Based on study data, the 5C Stages of Questioning framework names the specific stages and changes seen in the evolution of research questions as prospective teachers find literature to address problems of practice in the classroom.

Teachers’ working time from time-use data: Consequences of the invalidity of survey questions for teachers, researchers, and policy

How teachers spend their working time is crucial for the quality of teaching and teachers’ well-being. For this reason, teacher surveys generally measure the number of hours worked. By comparing estimates from survey questions and time-diaries, we argue that commonly used survey methods are prone to bias. We use results of a unique, large-scale study where 7,486 teachers kept a diary for seven days resulting in 1,250,000 hours of registered activities. Large differences in the accuracy of estimating working time exist in sub-activities (e.g., school organisation) and job characteristics (e.g., part-time versus full-time). Implications for research and policy are discussed.

Lunar astrometry

A question for science teachers during the pandemic is: how do we actively engage students in science, given that in-person instruction will be limited at best? One lesson I use for my solar system course involves naked-eye observations of positions of celestial objects. Such activities train students to take careful measurements, keep detailed records, and comprehend three-dimensional coordinates.

The Impact of Multisensory Method on Students’ Memorizing Vocabulary at Halimah Kindergarten Prenduan Sumenep

Young learners were aged 5-6 have a golden age to master a new language since they have good memorization in their brains. It is similar to the phenomenon at Halimah Kindergarten Prenduan Sumenep. 11 students had mastered their first language (Indonesian) 8 of 11 students among them cannot answer the teacher's question about English vocabulary of profession after the teacher taught learning vocabulary in the classroom. Additionally, the students are still difficult to answer the questions. Ultimately, this research measures whether kindergartens students learning vocabulary with the Multisensory Method have better-memorizing vocabulary and the significant impact of the Multisensory Method after treatment. The researcher conducted research using a quantitative approach with consist pre-experimental design. The data was obtained by observing pre-test and post-test. Likewise, documentation was used to legitimize the data. The data result found that learning vocabulary for the young learner is easier to understand if the teacher applies a multisensory method (t value: 5.164) which is higher than t table 2.23. Hence, the multisensory method is an excellent method to be applied for kindergarten in the classroom.

Do Teacher Questions Function as Assessment for Learning?

This study wants to challenge the robust idea of previous findings revealing that employing a particular question type would necessarily functions as Assessment for Learning (AfL). Besides, this study extends previous research focusing on typology and examines the syntactical forms of questioning in its practice. To gather data, six Indonesian English teachers were observed and audio- recorded, thus, transcribed and analysed following the principle of Conversation Analysis (CA). Except referential type functioning as a teaching technique and a discourse marker choice to discursively extend the classroom talk, the result of analysis corroborates previous studies in that they provide diagnostic information from which a better further action was taken place as highlighted in the AfL. Yet, this might occur as questioning types are syntactically constructed following classroom discourse moves. Thus, the examination of questionings functioning as Assessment for Learning (AfL), aside from types, the syntactical form and classroom discourse moves are important to cope with.

Cross-Cultural Pragmatic Competence in an EFL Context for a Sustainable Learning Environment: A Case of Northern Cyprus

A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.

The role of tag questions in classroom discourse in promoting student engagement

ABSTRACT In classroom teaching, where teachers front a large class of students, opportunities for students to talk are limited, with much classroom talk by students involving answering teacher questions. This raises the question of how teachers promote student engagement in their lessons. Using a 394,671-word corpus of recorded teaching in vocational education, this study investigates a discourse feature of classroom discourse, the use of tag questions. Our study compares the use of tag questions in two teaching contexts: teacher-fronted whole-class teaching in the classroom and teaching through interacting with individuals or pairs during skills-teaching in the workshop or construction site. Every tag question (755) in this corpus was analysed for polarity, position in turn, intonation and speech function. The study shows the importance of tag questions in both contexts in involving students in the instructors’ on-going explanations both in silent thought and through brief verbal responses or actions. Instructors also use tag questions to focus students’ attention, to ensure that students are following their explanations, to involve students in problem-solving, to seek information about students’ practical work, to remind them of known information, and to construct them as co-experts who already have some knowledge and judgement related to their vocational field.

Interaction In the English Language Classroom: A Review of Teacher Questions

Teachers' questions in the English language classroom are an essential way of teaching English. Teachers must be aware of the types of questions that can help students learn the target language. Students, on the other hand, did not actively participate in learning, especially when responding to questions from teachers. To address this issue, teachers must modify their questions using various techniques in order to elicit responses from students. This study examines twenty studies selected from the Google scholar on the role of teacher questioning pattern in motivating students' participation in English language classrooms, as well as the classification of modification questions used by teachers when teaching English. We examine current teachers' questioning patterns before reviewing previous research on the most common question type activity in the English classroom. According to the findings, display questions are frequently used by English language teachers as a better approach than referential and other questioning types. Other knowledge-based analyses were discovered to be carried out in order to extract useful features that reduce the risk of better activity, demonstrating that students continue to struggle with high-dimensional and important subjects when answering referential questions. Finally, we highlight some outstanding issues for future research in this area that researchers should consider.

Critical thinking implementation in an English education course: Why is it so challenging?

Critical thinking has been acknowledged essential in education field but there have been debates on unclear instruction in implementing critical thinking skill in the classroom. Due to the urgency on the needs of critical thinking skill cultivation, this research aims to investigate the implementation of critical thinking skill instructional strategies in Critical Reading and Writing I and the students� perception towards their critical thinking skill in CRW I. In order to attain the data, the researchers employed mixed-method. Observation sheet, interview guidelines, close-ended and open-ended questionnaires were utilized. The data of the close-ended questionnaire set in the Likert Scale distributed to 17 students was analyzed by measuring the central tendency or the mean and it indicates that the value of the students� perceived critical thinking skills is 3.89 (middle to high) in which the highest 4.18 is on interpretation skill and the lowest 3.71 is analysis skill. Meanwhile, for the open-ended questionnaire, the data was analyzed utilizing coding procedure. Further, in analyzing the data of the interview, the researchers recorded the data into transcripts and analyzed them utilizing selective coding and it reveals that the instructional strategies used are explicit instruction, teacher questioning and active and cooperative learning.

Exploratory Factor Analysis in Teacher Questioning Elements for Critical Thinking among form 4 Students in Some Selected Schools in the State of Sarawak

Teacher questioning elements for critical thinking is crucial to ensure the process of teaching and learning. It is dependent on the teacher’s ability and capability to master questioning techniques. Questioning skills are not just about acquiring information, rather they are meant to help build a positive communication climate and foster mutual understanding and cooperation between teachers and their students. This study aimed to examine the elements of teacher questioning for critical thinking. Early evidence of the validity of the teacher questioning element for critical thinking was obtained through Exploratory Factor Analysis (EFA). Based on the EFA procedure, the study used principal axis factoring and varimax rotation. This study was a fully quantitative study which used a survey method employing a questionnaire as the study instrument. A total of 147 students were involved as respondents in this study. Data was analysed descriptively using Cronbach’s Alpha reliability test and Exploratory Factor Analysis (EFA). There were 3 respondents who were excluded due to outliers in the normality analysis. The normality results achieved showed a Cronbach’s Alpha value of 0.874, well beyond 0.60. The results of the exploratory factor analysis showed three factors which Eigen values were greater than 1.0. A KMO’s (Kaiser-Meyer-Olkin’s) value of 0.954, higher than 0.6, indicates that the items in the teacher questioning element variable for critical thinking were sufficient to be interrelated. Mean while, the Bartlett Test was significant (Chi Square =10295.506, p <0.05). No items were excluded and all values of loading factor obtained exceeded 0.50, the minimum value for new items. The results of the study indicates that, the EFA has integrated teacher questioning element factors for critical thinking. From the result obtain, teachers are encouraged to master their critical thinking skills inspite of the questioning technique alone.Therefore, this study provides a platform for empirical research and further causal relationship studies in the future.

Questioning practice in EFL classrrom interactions: from type to syntactical form

As the most prominent features uttered by EFL teachers in classroom interactions, questioning plays important roles to invite student responses. This study was an attempt to analyse questioning practice employed by EFL teachers in terms of ways or strategies namely contingency, convergence-divergence, and syntactical form in their interactions with students. Data were gathered from four purposefully chosen English teachers’ questions employed during their interactions with students at a larger corpus project of UMSpEAKs (Universitas Negeri Malang Spoken English in Academic Kontexts), thus, transcribed and analysed following the principle of Conversation Analysis (CA). The Conversation Analysis revealed that the contingent questions differently appeared for each teacher. The most question type used to be contingent was a clarification. Besides, the teacher questions were mainly convergent and divergent by means of display questions that consistently evolved student contributions and enlarge the talks. Meanwhile, the most frequently occurring question- syntactical form was W-h questions and followed by yes-no question forms. The W-h questions having more syntactically complex utterances than yes/no questions were powerful and would prompt more students’ responses. Meanwhile, yes/no questions were posed when the teachers felt that students have difficulty in answering or understanding the W-h and how/what about questions and invited short responses. Thus, contingency, convergence-divergence, and syntactical form that was differently constructed following the commodity exchange in the classroom discourse were very beneficial to invite student responses, discursively carry functions, and extend the classroom discourse.

Development of a Tribally-led Gardening Curriculum for Indigenous Preschool Children: The FRESH Study

Development of a Tribally-led Gardening Curriculum for Indigenous Preschool Children: The FRESH Study

TEACHERS’ PERCEPTIONS OF QUESTIONING AS PRE-TEACHING STAGE IN GENERAL ENGLISH CLASSES

&lt;p&gt;Research into questioning, a form of inquiry to engage students in active and purposeful responses has witnessed its crucial role in teaching English as a foreign or second language. In particular, questioning, from the Socratic philosophy, is an interactive process that involves student thinking and communication of ideas and knowledge for effective learning. However, teacher questioning has not received much attention in English as a foreign language (EFL) classroom context in higher education in Vietnam. Moreover, classroom questioning and teachers’ perceptions of this instructional practice facilitating students’ higher-order skills in non-English majored classes remained scarce. This study therefore examines such perceived use of questioning within non-English majored classes at tertiary context. This paper focuses on the interview data, which explored how seven teachers perceived their respective use of questioning related to active learning of students in General English classes. The findings reveal how teachers perceived questioning as effective in several ways. The findings extend the literature on questioning strategies by providing insightful views into how teachers used questions to promote active learning of students, tailor their existing practices, and make informed decision-making processes for their future undertakings. The paper concludes by presenting implications for teachers and students for the quality instruction and professional growth.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0880/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Merit and Challenges of Online Teaching in India and Malaysia

An attempt has been made to articulate the ideas of online teaching in a comprehensive manner. The study unifies the merits, and challenges of the online teaching - a new, or as a different alternative and even as a supplement of traditional teaching which had to be forcefully promoted by the government in several developing countries due to COVID 19 pandemic and the same was adopted forcefully in most cases by the teachers in their teaching practices which aroused several questions for students, teachers, and parents. The objective of the study thus comprised to know the perception of the students, teachers, and parents towards the merits, and challenges of online teaching in India, and Malaysia. Interviews were conducted on the students, teachers, and parents in both the countries. The findings indicate that major merits of online teaching include flexibility in learning, economical with respect to time, money, and energy, access to knowledge, and fostering communication. The major challenges are issues and threat of technology, gender issues, problems associated with rural people and communications. The study concludes the similarity and differences of the merits and challenges of online teaching among two countries and provides a new insight to the future academicians and practitioners.

Формирование читательской компетентности у студентов через преподавание романа «Сломанный меч» с использованием стратегии опроса автора

Research relevance in the article is based on the development of reading competence and speed reading of students in the classroom of Kyrgyz literature taught in secondary vocational educational institutions. In accordance with modern requirements, secondary, vocational and higher education in all countries has been transferred to a new standard, as a result of which the content of vocational education and training of future specialists has changed, with an emphasis on competence-based education. This is due to the fact that competency-based learning is the result of a constant change in modern concepts in various social situations, the rapid renewal of human values as a result of the rapid movement of time, and the daily replenishment of new values. Materials and research methods: in this work methods of pedagogical observation and experiment based on competencies, and the use of questionnaires from the methods of critical thinking (CT) to develop students’ reading skills were used. When teaching the Kyrgyz literature discipline, various methods of CT are used to develop students' reading competence skills, including the strategy of interviewing in explanation of topic. As it is known, the process of a person's worldview development begins with asking questions. In the learning process, the teacher's question is a powerful tool, and by asking questions, students can develop a variety of thinking skills. In this way, the teacher explains the new topic by discussing it with the students based on the question strategy and helps to improve their reading skills. Research objectives: to develop the skills and abilities of speed reading and reading of students in the classroom of Kyrgyz literature in secondary vocational educational institutions. The topic was practically tested in an open lesson in the FKK-2-19 group of the 1st year of the Financial and Law College of Osh State University. Conclusions: Competence-based training requires each person to be a professional in accordance with modern requirements and mastering modern skills from a variety of points of view, and the article proposes a scientific, theoretical and methodological approach to this.